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Relevant bibliographies by topics / Physical education games (Early childhood)

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Academic literature on the topic 'Physical education games (Early childhood)'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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Journal articles on the topic "Physical education games (Early childhood)"

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Siagian, Ruben Cornelius, Rizky Tri Wibowo, Dimas Imam Fadhilah, et al. "Learning Physical Education, Sports, and Early Childhood Health Based on Educational Games." JUDIKDAS: Jurnal Ilmu Pendidikan Dasar Indonesia 1, no. 3 (2022): 181–88. http://dx.doi.org/10.51574/judikdas.v1i3.460.

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Physical education is an inseparable part of national education which aims to develop the abilities of students through physical activities. Physical education planning is carried out carefully to meet the behavioral development, growth, and needs of each child. Physical education not only develops psychomotor abilities, but also develops students' cognitive and affective abilities. Physical education learning starts early to start organic, motor, intellectual and emotional development. This study uses a descriptive qualitative approach by collecting and downloading an article or journal that

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Ulfia Fitri Yanti and Luluk Mukaromah. "Lego Games in Increasing Creativity in Early Childhood." JOYCED: Journal of Early Childhood Education 5, no. 1 (2025): 90–96. https://doi.org/10.14421/joyced.2025.51-08.

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This study aims to analyze the role of lego games in improving the creativity of early childhood at RA Nurul Jadid. Creativity is an important aspect in children's growth and development that can be developed through directed play activities. This study uses a qualitative approach with observation, interview and documentation techniques on children's activities in early childhood education institutions, especially the 4-5 year age group. The focus of this study was directed at class A which consisted of 21 students. The results of the study showed that the use of lego was significantly able to

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Fauziddin, Mohammad, and Mufarizuddin Mufarizuddin. "Useful of Clap Hand Games for Optimalize Cogtivite Aspects in Early Childhood Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2, no. 2 (2018): 162. http://dx.doi.org/10.31004/obsesi.v2i2.76.

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Playing is a learning method that best suits learning in early childhood. The clap hand games is one of the types of play that is applied in Early Childhood Education. The purpose of education in early childhood is to develop six aspects of its development namely; aspects of religious and moral norms, aspects of the physical and motor, aspects of cognition, aspects of the emotional social, aspects of language and aspects of art. This study aimed to know the utilization of deep pat game on improving aspects of cognitive in early childhood. The subjects of this study were children of group B Tam

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Wedani, Putu, and I. Wayan Suyanta. "Comprehending The Concept Of Comparison In Early Childhood Through Block Games." International Journal of Multidisciplinary Sciences 1, no. 4 (2023): 415–24. http://dx.doi.org/10.37329/ijms.v1i4.2275.

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Early childhood was the most crucial age in obtaining an education. In Early Childhood Education (PAUD), six development aspects need to be considered by the teacher. Those aspects included NAM, cognitive, physical motor, language, social-emotional, and art. These developments could stimulate various activities. Education in early childhood is not only about academic skills, but teachers must be able to develop children’s creativity. One of the crucial development aspects was cognitive. Children’s cognitive development could stimulate through various activities, including comparison ability. C

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Yang, Lulu, and Yujiao Hu. "The Educational Value, Implementation Principles, and Integration Pathways of Traditional Puzzle Games in Early Childhood Education." International Education Forum 3, no. 5 (2025): 84–89. https://doi.org/10.26689/ief.v3i5.10715.

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With the continuous development of modern educational concepts, the value of traditional puzzle games in preschool education has gained increasing recognition. This paper explores the significance, principles, and practical implementation approaches of integrating traditional puzzle games into early childhood education by analyzing their crucial role in children’s physical and mental development, intellectual cultivation, and cultural heritage preservation. The study reveals that traditional puzzle games not only stimulate children’s learning interest and enhance their hands-on abilities and s

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Chang, Ing-Chau, and Chin-En Yen. "Application of Somatosensory Computer Game for Nutrition Education in Preschool Children." Computers 12, no. 1 (2023): 20. http://dx.doi.org/10.3390/computers12010020.

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With the popularization of technological products, people’s everyday lives are now full of 3C (computer, communication, and consumer electronics) products. Children have gradually become acquainted with these new technological products. In recent years, more somatosensory games have been introduced along with the development of new media puzzle games for children. Several studies have shown that somatosensory games can improve physical, brain, and sensory integrated development in children, as well as promoting parent–child and peer interactions and enhancing children’s attention and cooperati

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Boni, Cinara, Sinara Zancan, Rosicler Piccoli Diehl, et al. "THE IMPORTANCE OF PLAYING IN CHILDHOOD EDUCATION." Revista Gênero e Interdisciplinaridade 4, no. 04 (2023): 412–18. http://dx.doi.org/10.51249/gei.v4i04.1510.

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Playing, in addition to being a source of entertainment and something essential in Early Childhood Education, encourages the full development of the child, because playing they begin to express their personality and emotions. Playing as a pedagogical proposal aims to show that stimulated games are capable of contributing to the physical, cognitive, motor and emotional development of the child. Playing is a fundamental moment for the child, because it is at this stage that the subject is formed, developing his creativity in his social context in which he is inserted. Therefore, providing opport

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Putri, Suci Utami, Asep Suherman, Jojor Renta Maranatha, Primanita Sholihah Rosmana, and Tia Citra Bayuni. "Interactive Scientific Sport Fun Games Interactive for Early Childhood Education (ISSFG-ECE): The Needs and Perceptions of Early Childhood Teachers." International Journal of Learning, Teaching and Educational Research 24, no. 3 (2025): 634–55. https://doi.org/10.26803/ijlter.24.3.30.

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This study examined the interactive scientific sports fun games for early childhood education (ISSFG-ECE) approach, which integrates sports education with a scientific framework to support young children’s physical, cognitive, language, social, and emotional development. The research aimed to understand teachers’ needs and perceptions regarding ISSFG-ECEs through a mixed-method embedded design, combining quantitative needs analysis with qualitative interviews. A random sampling technique was used to select 104 teachers from various regions in Indonesia for a needs analysis questionnaire, and 1

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Wahyuningtyas, Dessy Putri. "Early Childhood Education Based on Life Skills for Street Children in Surabaya." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 1 (2019): 39. http://dx.doi.org/10.32332/elementary.v5i1.1365.

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Life skills of early childhood consist of personal skills and social skills. In life skills-based education in early childhood is of course related to aspects of child development, namely physical, cognitive, language, social emotional, and spiritual. This research method uses normative research, with the approach used in life skills-based education is a contextual approach. While the methods used are interactive methods, role playing, open discussion and small group activities can also use modeling, observation, situation analysis, one to one rehearsal, debates, and games as a method of theac

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Friskawati, Gita Febria, Amung Ma’mun, and Agus Mahendra. "Early childhood educators' beliefs on increasing fundamental motor skills by playing games in a physical education context: The contradictory belief." Edu Sportivo: Indonesian Journal of Physical Education 4, no. 3 (2023): 243–55. http://dx.doi.org/10.25299/esijope.2023.vol4(3).14540.

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The development of fundamental motor skills (FMS) is crucial and should begin in early childhood. As of now, several early childhood educators in Indonesia, particularly in West Java, think that incorporating playground games into the classroom curriculum is the best course of action for raising children’s FMS. This study aimed to present statistics on FMS findings for early childhood who have incorporated physical activity into the curriculum and to demonstrate that these results are still in conflict with teachers’ beliefs. Ex post facto research was applied to one of the early childhood edu

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Dissertations / Theses on the topic "Physical education games (Early childhood)"

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Malkus, Amy J., K. Edmonds, S. Leitnaker, S. Lutz, Janese Moore, and J. Rose. "The Relationship of Video Games and Physical Activity to Homework Performance in Fourth and Fifth Grade Students." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4313.

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Broderick, Jane Tingle, Rebecca Aslinger, and Seong Bock Hong. "Baking Cookies: Using Emergent Curriculum to Explore Physical Science and Measurement." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4482.

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Nyabando, T., and Pamela A. Evanshen. "Exploring 2nd Grade Students’ Perceptions of Their Classroom’s Physical Learning Environment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6011.

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Evanshen, Pamela, and C. Hensley-Pipkin. "Progress! Linking the Primary Classroom Environment to Learning – Strategically Designing the Physical Classroom Environment to Reflect Early Childhood Principles." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4348.

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Nyabando, Tsitsi, and Pamela Evanshen. "The Classroom’s Physical Learning Environment: 2nd Grade Children’s Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4346.

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Evanshen, Pamela, and C. Hensley-Pipkin. "Lead on! Linking the Primary Classroom Environment to Learning - Strategically Designing the Physical Classroom Environment to Reflect Early Childhood Principles." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4371.

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Jung, Jaehun. "Validity and reliability evidence of Smart Start-2 in preschool-aged children with/without a developmental delay and/or a disability." Thesis, Northern Illinois University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1599677.

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<p> The purpose of this study was to investigate validity and reliability evidence of Smart Start-Second Edition (Zittel, Kim, & Wessel, 2014) (Smart Start-2) in preschoolers with and without a disability. Thirty-two preschoolers with a disability and 28 preschoolers without a disability participated in the study. The mean age of all participants, preschoolers with a disability, and preschoolers without a disability were 50.98 months (<i>SD</i> = 7.86, range 37 – 64), 53.28 months (<i>SD</i> = 7.28), and 48.35 months (<i>SD</i> = 7.78), respectively. Each participant was asked to per

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Tselentis, Colleen McDonald. "Effective teaching practices in a preschool music and movement program: An observational study." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/291902.

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This study examines the behavior and actions of one music and movement teacher, coupled with a look at one little boy's participation and reactions. It focuses on the following questions: What music and movement activities create opportunities for social, motor, cognitive, and language development? In what ways would a child having difficulty in the classroom respond to the teacher and activities in a music and movement enrichment program? What teacher qualities make a positive impact on the child's behavior and development? The study showed that the music and movement activities promoted posi

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Fogel, Victoria A. "Evaluating the effects of exergaming on physical activity among inactive children in a physical education classroom." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002999.

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Boynewicz, Kara, and Carol Trivette. "Building Capacity and Tailoring Practice with Families as Foundation for Providing Best Practices in Early Intervention Services Under IDEA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8346.

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Serving infants and toddlers and their families is the core of Part C under IDEA. Early motor delays have an increased risk for developmental delays in visual motor perception, social-emotional, and cognitive domains. Physical therapists in early intervention can assist families understanding of their child’s strengths and abilities so that families help their children develop and learn. The Division for Early Childhood (DEC) have recommended practice areas and special monograph series that guide practitioners in working with families. These document support promotion of the active participati

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Books on the topic "Physical education games (Early childhood)"

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Council, Hampshire County. Physical education in the early years: Advice and information relating to the development of the games teaching programme. Hampshire County Council, 2000.

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Ros, Jordina. Juegos de ritmo. Parramón, 2001.

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Woodard, Carol. Physical science in early childhood. C.C. Thomas, 1987.

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Columbia), Conference on Physical Education in Early Childhood (1984 University of British. Physical education in early childhood: Proceedings of the 1984 Conference on Physical Education in Early Childhood held at the University of British Columbia, Vancouver. Centre for the Study of Curriculum and Instruction, University of British Columbia, 1985.

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Lorna, Read, Early Childhood Education Council, and Alberta Teachers' Association. Health and Physical EducationCouncil., eds. Teaching health and physical education in the early childhood classroom. Early Childhood Education Council, 1990.

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Lorna, Read, Alberta Teachers' Association. Early Childhood Education Council., and Alberta Teachers' Association. Health and Physical Education Council, eds. Teaching health and physical education in the early childhood classroom (ECS-3). Alberta Teachers' Association, 1990.

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Harrison, Adrian. 36 games kids love to play. Northeast Foundation for Children, 2002.

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Ritchie, Sharon, and Barbara A. Willer. Physical environment: A guide to the NAEYC early childhood program Standard and related accreditation criteria. Edited by National Association for the Education of Young Children. NAEYC Accreditation, 2005.

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9

Schiller, Pamela Byrne. Creating readers: Over 1000 games, activities, tongue twisters, fingerplays, songs, and stories to get children excited about reading. Gryphon House, 2001.

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Silberg, Jackie. 300 three minute games: Quick and easy activities for 2-5 year olds. Gryphon House, 1997.

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Book chapters on the topic "Physical education games (Early childhood)"

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Krogh, Suzanne L., and Pamela Morehouse. "Movement and Physical Education." In The Early Childhood Curriculum. Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-14.

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Hadzigeorgiou, Yannis. "Young Children’s Ideas About Physical Science Concepts." In Research in Early Childhood Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9505-0_4.

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Kamii, Constance. "Physical-Knowledge Activities for the Development of Logico-mathematical Knowledge." In Research in Early Childhood Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9505-0_9.

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Kennedy, Elizabeth T., and Susan K. Effgen. "Role of Physical Therapy Within the Context of Early Childhood Special Education." In Handbook of Early Childhood Special Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_21.

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Brown, William H., Michaela Schenkelberg, Kerry McIver, et al. "Physical Activity and Preschool Children with and Without Developmental Delays: A National Health Challenge." In Handbook of Early Childhood Special Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_26.

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Veraksa, Aleksander, Joaquim Quintino Aires, Sergey Leonov, and Martin Musálek. "The Vygotskian approach in physical education for early years." In Vygotsky’s Theory in Early Childhood Education and Research. Routledge, 2018. http://dx.doi.org/10.4324/9781315098203-14.

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Nikiforidou, Zoi. "Digital Games in the Early Childhood Classroom: Theoretical and Practical Considerations." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6484-5_16.

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de Aguiar, Daniel Kreuger, and Tiago Bartholo. "The Early Physical-Motor Development Predictors of Young Children’s Mathematics Achievements." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28589-9_19.

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Gavrilova, Margarita, Aleksander Veraksa, Sergey Leonov, and Martin Musalek. "Physical Fitness and Child Development: Interrelations in Preschool Age." In Early Childhood Research and Education: An Inter-theoretical Focus. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05524-9_7.

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Baran, Medine. "Communication in Childhood Education." In Child and Life. Nobel Tip Kitabevleri, 2024. http://dx.doi.org/10.69860/nobel.9786053359272.4.

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The communication process, which begins at a very early age, improves children’s language skills, increases their self-confidence and supports their emotional intelligence. Quality communication in learning environments plays a very important role in the student’s success and development in cognitive, affective and psychomotor areas. Effective communication ensures active participation of students in the learning process in learning environments. With students’ active participation in the process, both their academic and social performance increases. Teachers need to be aware and equipped abou

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Conference papers on the topic "Physical education games (Early childhood)"

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de Almeida, Paula Rennia Lima, Maria Nayara Pessoa Pedrosa, Leidiana Roque Oliveira, et al. "The importance of games and play in Early Childhood Education." In VI Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvimulti2024-012.

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This work is a bibliographical research with qualitative analysis, whose objective is to discuss and report the importance of games and play in early childhood education, for the integral development of the child, both in physical aspects and in social and psychosocial aspects. To carry out the same, research was carried out in the Capes, Scielo and Google Scholar databases, and authors such as Piaget (1973), Winnicott (1975) and Vygotsky (1984) were also used, among others. Since many professionals have difficulty understanding the playful universe and the importance of games and play for the

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Pramono, Pramono, and Eny Nur Aisyah. "Development Of Early Childhood Physical Activity Game Model." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.35.

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De Souza Martins, Marlucio, and Sandra Posada-Bernal. "GAMES AS PEDAGOGICAL TOOL OF PHYSICAL EDUCATION IN THE DEVELOPMENT OF PSYCHOSOCIAL SKILLS WITHIN THE EARLY CHILDHOOD EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1216.

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GÎNJU, Stela, and Adelina FURTUNĂ. "Efficient organization of activities in early education institutions during the summer period." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p145-149.

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The educational process, like any other process, whether natural or social, relates to the concept of time and temporality. That is why the correct, optimal and efficient organization of time becomes a concern for teachers, in relation to themselves, but also in the activities organized with children. If, during the school year, teachers from early childhood education institutions, guided by various documents and educational policies, can demonstrate their competence in time management through the qualitative distribution of time resources, which leads directly to the instructionaleducational

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Maria de Jesus Silva, Neiva, Ana Paula Floresta da Silva, and Carlos Roberto Beleti Junior. "Ensino de Hardware por meio de um Jogo de Tabuleiro Uma Proposta para a Educação Básica." In Computer on the Beach. Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p435-442.

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Games have been part of people's lives as something common since early childhood, being used for entertaining and diverse content. In areas that have curricular components in basic education, games can be used as a complementary object to the teaching, bringing a new perspective on the understanding of certain concepts to the regular education. The Computer Science, as it does not have a curricular component in regular education, has its teaching with trend to occur only in technical or undergraduate degree. In this sense, university project initiatives for the community can collaborate with t

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Supriyani, Epi, Puji Hariati, Joko Priono, Fatin Nadifa Br Tarigan, and Imanuddin Siregar. "Flower Circuit Game Development On The Physical Motor Development Of Early Children In Kindergarten Of Big." In Proceedings of the 1st International Conference on Early Childhood Education in Multiperspective, ICECEM 2022, 26th November 2022, Purwokerto, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.26-11-2022.2342396.

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Guarda, Graziela Ferreira, Ilma Rodrigues de Souza Fausto, Julián Alberto García-García, Ruth Maria Mariani Braz, Fabiana Rodrigues Leta, and Sérgio Crespo Coelho da Silva Pinto. "The Makey Makey Inclusive Tangible Interface and its Educational Perspectives." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225641.

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Traditional human-computer interaction using a keyboard and mouse attached to a computer has been modified with the emergence of technologies that incorporate resources into clothing, furniture and everyday objects. These technologies open up new opportunities for designers to create innovative forms of interaction based on gestures, body movements or physical manipulation of real objects. One such innovation is the tangible interface, which allows computer users to interact with digital systems through the manipulation of physical objects. The Makey Makey interface, for example, is a printed

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Suyanta, I. Wayan, and I. Gede Sedana Suci. "Yoga Stimulation is A Physical Development of Early Childhood." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.035.

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Nur Aisyah, Eny. "Character Building in Early Childhood Through Traditional Games." In 3rd International Conference on Education and Training (ICET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.51.

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Colina, Nanda, and Yeni Rachmawati. "Acehnese Children’s Traditional Games." In 5th International Conference on Early Childhood Education (ICECE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.069.

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Reports on the topic "Physical education games (Early childhood)"

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Ulep, Valerie Gilbert, Lyle Daryll Casas, and Suzy Taparan. Starting Strong: Why Early Childhood Care and Development Matters in the Philippines. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.13.

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Written for the Second Congressional Commission on Education and based on existing research, this Policy Note investigates the connection between health and nutrition, early childhood education, and the underlying factors that hinder progress in early childhood care and development. It reveals low enrollment in prekindergarten schooling and an uneven distribution of early childhood schools across the country. To enhance access to early education, the authors urge the government to (1) sustain investments in capital and human resources, (2) explore innovative approaches to delivering early educ

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Haider, Huma. Adolescent girls in LMICs: evidence on development outcomes, approaches, opportunities and challenges. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/k4dd.2024.032.

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Adolescence is widely recognised as a significant and distinct life phase. It is defined by the World Health Organisation (WHO) and UNICEF as the period between childhood and adulthood, from 10-19 years of age, segmented between early adolescence (10-14 years) and late adolescence (15-19 years) (WHO, 2024; UNICEF, 2021). This rapid literature review surveys the conditions for adolescent girls in LMICs in areas of physical health (with much of the literature focused on sexual and reproductive health-SRH), mental health and well-being, education, physical security and violence, poverty, voice an

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Dabrowski, Anna, and Pru Mitchell. Professional learning modes. Literature review. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-695-6.

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This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes

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Turner, Nigel E., Nicolas Trajtenberg, Steve Cook, Olga Sanchez de Ribera, Jing Shi, and Henrietta Bowden-Jones. A health inequality examination of problem gambling, substance abuse, mental health, and poverty in the United Kingdom; A secondary analysis and stakeholder interviews. Greo Evidence Insights, 2023. https://doi.org/10.33684/2024.003.

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Purpose: This project is focused on the social determinants of health associated with problem gambling and examined gambling-related disparities and the determinants of negative health outcomes. Social determinants include social class education, ethnic group, age, and sex (Elton-Marshall, et al., 2017). The main aims of the study were as follows: Aim 1: In this study, we used the large data set to determine subpopulations who are experiencing social inequity (e.g., youth, older adults, women, Black people and other minority ethnic groups, and people with low income; see Elton-Marshall, et al.

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