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Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development
Cristina Honrubia Montesinos, Pedro Gil-Madrona, Luisa Losada-Puente ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This book chapter looks at how early childhood teachers develop professionally in physical education (PE). It also asks how teachers' professional development relates to the motor development of their preschool students. It reports the results of two separate studies. The chapter says initial training and professional development, how others view physical education, and teachers' personal perspective shape their professional development. It reports that these same three variables most strongly condition children's motor development.
Key points
- Early years physical education supports children's physical, cognitive and social development.
- Teachers play an essential role, but how early childhood teachers develop professionally in PE remains unclear.
- Initial training and professional development, external perception of physical education, and personal perspective affect teachers' professional development.
- These three variables most condition students' motor development.
Limitations
The abstract does not give the study designs, sample sizes, country or setting, or numerical results, so the strength of the evidence and where it applies cannot be judged. It does not describe a specific intervention being tested.
Abstract
Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.