Educational practices for integrating physical activities in work with children aged 3–6
Education in the field of physical development is of crucial importance for the growth and development of children aged 3 to 6 years. Within institutionalized preschool education, educators play a key role in integrating physical activities into their daily work with children. The integration of physical development holds particular significance, as through such activities, preschool children are offered opportunities for holistic development. This includes the enhancement of motor skills, physical health, socialization, imagination, creativity, and various aspects related to cognitive and emotional processes. The findings of this study aim to contribute to the improvement of educational policies at the preschool level and, from a practical standpoint, to offer a clearer understanding of the importance of integrating physical activities in early childhood development. Numerous studies have found a strong correlation between physical activity and the development of cognitive, emotional, and social domains in preschool children. Hence, this specific focus was selected as the central theme of the current study. The primary objective of this research is to examine and analyze educational practices in preschool institutions regarding the integration of physical activities in work with children aged 3 to 6 years. Through theoretical analysis and empirical research, the study seeks to contribute to the enhancement of educational practices by offering concrete recommendations for incorporating physical activities into preschool educational programs. The main research question is: How are physical activities integrated into educational practices in preschool institutions working with children aged 3 to 6 years? This study was conducted using a qualitative research method. Data were collected through an observation protocol implemented during educational activities, as well as through semi-structured interviews with educators. The sample consisted of 20 educators from public preschool institutions. Ten educators were observed during class activities with children, while the remaining ten were interviewed. The research was conducted during a period agreed upon with the participants. The study provides practical field-based insights into the ways in which physical activities are integrated into the daily programs of preschool institutions.
The use of outdoor environments in preschool institutions in Kosovo (an assessment of frequency and Impact on Children’s Development)
In early childhood development, the outdoor environment plays a crucial role, influencing children’s motor, social, and cognitive skills. In the context of preschool institutions in Kosovo, however, the use of outdoor spaces remains limited and is often constrained by infrastructure, teaching methods, and approaches to utilizing stimulating environments for children’s activities. The purpose of this study is to analyze and examine how outdoor environments are used in preschool institutions and how such activities influence children’s holistic development. The study also explores the perceptions of directors and parents in this regard, identifying the challenges and limitations encountered in the use of outdoor environments in preschool settings. The research employed a qualitative method across 10 municipalities, including observations of educational activities conducted outdoors and semi-structured interviews with directors and parents. The sample consisted of 10 educators, 10 parents, and 10 preschool directors. Findings from the educators’ observations revealed that outdoor spaces are primarily used for free play, with less emphasis placed on their role in fostering children’s social, emotional, and cognitive development. Directors emphasized the lack of adequate infrastructure and structured educational planning as key challenges, while parents highlighted that outdoor environments should serve not only as spaces for children’s recreation but also for educational activities, integrated into daily planning and practice regardless of weather conditions. This study not only addresses the current state of outdoor environment utilization and its impact on children’s development but also provides recommendations that contribute to educational policy and the quality of early childhood education.