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.
TopBackground
It is essential highlighting the importance of physical education in early years because physical education (PE) makes a unique contribution to the learning experience of children and support physical, cognitive, and social development (Bailey, 2018; Graber, 2001; Kirk 2005; Pangrazi, 2003; Ross, 2013; Stork & Sanders 2008; Wetton, 2000). The playful nature of PE is an ideal vehicle for developing all aspects of children’s personality (Stork & Sanders, 2008; Whitehead & Murdoch, 2006). The PE in the early years aims primarily to contribute to the development of fundamental motor skills and physical competences, support the development of social, cognitive, and affective skills and behaviors, and develop lifetime physical activity patterns of students (Bailey et al. 2009; Freire et al., 2018; Graber et al., 2008; Hunter, 2004; Kirk, 2005; McEvilly et al. 2013; Pangrazi, 2003; Ross, 2013; Stork & Sanders, 2008).
Nevertheless, so that students can acquire these benefits it is of vital importance bringing the attention on early childhood teachers (Stork & Sanders, 2008). They play a crucial role in what occurs in the teaching and learning environment (Tannehill & MacPhail, 2014). The appropriate and effective delivery and implementation of PE depends on teachers in this stage as they have the main responsibility for planning the curriculum. However, there is also a lack of research into the professional development of early childhood teachers in PE (Harris et al., 2011; Tsangaridou, 2017).
Key Terms in this Chapter
Continuous Professional Development (CPD): It refers to the training received after initial training during their career (in service teachers).
Motor Development: Refers to the development of a child’s bones: muscles and ability to allow them to move and manipulate his or her environment. It is an age-related process of change.
Object Control Skills: Is the control of an object. It includes throwing, kicking, striking, batting, catching and dribbling a ball.
Gross Motor Skills: Involve the larger muscles in the arms, legs, and torso.
Fundamental Motor Skills: Is composed of balance, locomotor, and object control skills.
Locomotor Skills: Are the movements from one side to another. walking, running, jumping, hopping, skipping, sliding, galloping, and leaping.
Early Years: It refers to the period from the birth to six years old.