Session 7 - Let’s Move! The importance of active play in the early years

Let's Move! The power of movement and active play Philippa Hines Early years consultant 12 March 2026 09:00 to 10:00 UTC

Physical development Vital for children’s all-round development to enable them to live happy, active and healthy lives.

Helps children to: • Build attention • Build core strength • Develop self-regulation • Strengthen co-ordination and control

Physical development Helps children to: • Improve balance • Develop spatial and body awareness • Build resilience • Support their well-being • Establish healthy sleep habits

Advantages Physical health maintain healthy weight, strengthens muscles and bones, supports cardiovascular health, fosters a healthy, active life.

Cognitive development enhances problem solving skills (how to complete challenges), memory, attention, thinking skills

Motor skills gross motor skills (balance, spatial awareness, coordination) and agility. Fine motor skills used for writing.

Social and emotional skills group games use sharing, turn-taking, rule following, communication and cooperation.

Builds self-regulation and respect.

Mental health reduces stress, promotes well-being, outlet for energy and tension, builds self-esteem and selfconfidence; improves sleep.

Strengthen core spin, swing, twist, roll, crawl, push, pull, jump, balance, and climb.

Cambridge Early Years Curriculum Physical development generally includes – gross motor skills (walking, running, climbing) and fine (manipulative) motor skills.

Cambridge curriculum This curriculum area builds on the physical development that occurs naturally during children’s play. It promotes development of three categories of movement skills: • Iocomotor skills for moving from place to place, for example; walking, running and jumping.

• body control, for example, balancing, twisting, stretching.

• object control, for example, catching, throwing, kicking.

How can I support children’s physical development?

Supporting physical development Know and understand how children learn and develop.

Provide optimum conditions: • Consistent and continuous provision • Environment • Resources • Active and calm moments • Time • Support children to be healthy and safe

Supporting fine motor skills

Everyday, accessible materials Playdough/clay

Loose parts

Risky play

Large and small

Craft

Feathers

Pegs

Scissors

Bubbles

Threading

Craft sticks

Collections – nuts and bolts, curtain rings and rods, tree nuts/seeds

Knives for cutting food

Transient art

Elastic bands

Rock painting

Tweezers

Ripping paper

Sticky tape

Junk modelling

Ribbon

Shells Natural materials Small world toys Gems

Tools

Stickers

Risky play

Risky play

More risky play ideas • Tools • Equipment • Nature • Water • Fire • Rough and tumble • Hide and seek

Reflect - What risky play could you bring into your settings?

• Personal attitude towards risk • Know the children • Plan the environment • Supporting children • Safety, supervision and professionalism • Communication and collaboration • Reflect on learning • Improve your practice

What if I do not have an outside space or cannot go outside?

Use what you have available

Use what you have available • Go outside when possible • Use simple equipment • Use music and movement • Use fitness or yoga videos • Offer ideas to parents

How can I link children’s interests to physical development?

Physical development goes beyond the session • Dramatic play – dressing-up, shopping trolley, baskets, doll buggies, bikes or trikes, mud kitchen, stage for performing.

• Physical play – puddle jumping, races, sport games, rolling, skipping, jumping, balancing, bikes/trikes, space, paddling pools/swimming (supervision), hide and seek, exploring local areas.

• Building and sensory play – buckets, spades, sand, water, mud, large blocks/bricks, toy diggers/dumpers/trucks, dressing-up, tools and materials. Smaller bricks, pencil and paper. Different materials for sensory experiences.

• Arts and crafts – large paintbrushes and buckets of water, large fabric or paper with large or long brushes, large chalks, drawing around each other's bodies, crafting it.

• Transport – bikes and trikes. Large resources for children to build and create their chosen mode of transport.

Toy vehicles, garages, ramps, tracks, floor maps, play people.

• Animals – masks, obstacle course to move like an animal, puppets, toy animals in sensory materials, floor mats for animal yoga, animal hunt in the local area, puzzles.

• Music – scarves, ribbons (or pieces of fabric/craft paper), space to dance, floor mats, music playing, instruments.

What can I do next?

UK guidelines: • 3 hours of physical activity per day for setting and home. Promote it to parents.

• Includes indoor and outdoor activities.

• 1 hour of moderate to vigorous physical activity.

• The more activity the better!

Department of Health and Social Care (2020) Physical activity guidelines: UK chief medical officers’ report, GOV.UK. Available at: https://www.gov.uk/government/publications/physical-activity-guidelines-uk-chief-medical-officers-report

Next steps: • Audit • Survey children, parents and staff • Reflect and create an action plan

Thank you!

cambridge.org/internationaleducation

© Cambridge University Press & Assessment 2025 © Cambridge University Press & Assessment 2021

Next steps Getting started with play-based learning in early years https://cambrid.ge/play-based-learning-getting-started

Explore Cambridge Early Years​ www.cambridgeinternational.org/earlyyears

Ten ideas for creating a fun early years environment https://blog.cambridgeinternational.org/ten-ideas-forcreating-a-fun-early-years-environment/