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.