In early childhood education, children find in their own body and movement the main way to get in touch with the reality that surrounds them and, therefore, acquire knowledge about the environment in which they grow and develop. Undoubtedly, the progressive discovery of the body itself as a source of feelings and sensations, as well as exploring the different possibilities of action and bodily functions, constitutes necessary experiences on which children's thinking is built. Furthermore, the affective relationships established in psychomotor education situations, and particularly through play, are essential for the emotional development of children. Physical Education Initiatives for Early Childhood Learners offers globalized educational practices, didactic approaches, and proposals for intervention around motor development in the children ages 0-6 years. The book specifically explores laterality, coordination, relaxation, rhythm, etc. and how these are achieved through games, music, and motor stories. This book is ideal for early childhood educators, physical education teachers, administrators, daycares, preschools, early childhood learning centers, researchers, academicians, and students interested in physical education's role in early child development.

The game is as old as the culture. The game has been a coupling of one culture with another, of union of cultures, throughout the evolution of history. From ancient times to the present day, educators, philosophers, and historians have highlighted the role of play in education. Play is a source of learning both for the child, which allows them to develop their cognitive, motor, emotional and social development, as well as for teachers, when the latter see children as they learn through games, it will therefore be key to teachers know how to choose games well to achieve the desired learning in all children. The objective of this book is to present to the educational and scientific community the most significant advances in relation to gambling and especially motor play in childhood. In the period between 3 and 12 years. Inside, topics, research, systematic bibliographic reviews, and didactic proposals are addressed that relate the different types of games and social relationships, the affective, cognitive and motor domain in the school environment and in the extracurricular environment, the role that the teachers to games as an educational mediation strategy. To this end, the text deals with the conceptualization of the motor game in the different stages of development, traditional and current classifications of the different types of motor games are presented, and topics related to the methodological treatment of motor games in the classroom are introduced.

In early childhood education, children find in their own body and movement the main way to get in touch with the reality that surrounds them and, therefore, acquire knowledge about the environment in which they grow and develop. Undoubtedly, the progressive discovery of the body itself as a source of feelings and sensations, as well as exploring the different possibilities of action and bodily functions, constitutes necessary experiences on which children's thinking is built. Furthermore, the affective relationships established in psychomotor education situations, and particularly through play, are essential for the emotional development of children. Physical Education Initiatives for Early Childhood Learners offers globalized educational practices, didactic approaches, and proposals for intervention around motor development in the children ages 0-6 years. The book specifically explores laterality, coordination, relaxation, rhythm, etc. and how these are achieved through games, music, and motor stories. This book is ideal for early childhood educators, physical education teachers, administrators, daycares, preschools, early childhood learning centers, researchers, academicians, and students interested in physical education's role in early child development.