| Title: |
Pedagogical Content Knowledge of Movement Opportunities in Toddler Education: Perceptions of Early Childhood Educators and Student Teachers |
| Language: |
English |
| Authors: |
Vladimir E. Martínez-Bello (ORCID 0000-0002-3408-9678); Herminia Vega-Perona; Paula Robles-Galán; Patricia Segura-Martínez; María del Mar Bernabé-Villodre |
| Source: |
Early Childhood Education Journal. 2025 53(1):161-174. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Higher Education; Postsecondary Education |
| Descriptors: |
Pedagogical Content Knowledge; Movement Education; Toddlers; Early Childhood Education; Early Childhood Teachers; Student Teachers; Student Teacher Attitudes; Teacher Attitudes; Physical Activities; Curriculum Development; Teaching Methods; Barriers; Influences; Foreign Countries; Metropolitan Areas; Knowledge Level |
| Geographic Terms: |
Spain (Valencia) |
| DOI: |
10.1007/s10643-023-01578-5 |
| ISSN: |
1082-3301; 1573-1707 |
| Abstract: |
Early childhood education and care (ECEC) institutions are considered contexts wherein physical activity (PA) can be effectively promoted. Some approaches have been used in the early childhood setting to identify how teachers incorporate movement opportunities into the ECEC curriculum. However, studies are still scarce regarding pedagogical content knowledge (PCK) of structured and non-structured movement possibilities in toddler education (1-3 years old). Taking into account that working with toddlers requires specific training and sensitivity, the aim of the study was to assess ECEC educators' and student teachers' perceptions of what they know, how they transmit it, what kind of curricular practices they execute, and the didactic implications of movement opportunities in toddler education. This was an exploratory qualitative research study, in which open-ended, semi-structured qualitative interviews, plus qualitative content analysis of a written questionnaire, were conducted with 14 educators and 20 student teachers. Our results show that educators and students distinguish PCK in the different curricular practices related to movement, identifying differences between structured PA opportunities and free play opportunities. Educators and student teachers identified different sources of knowledge, barriers, and facilitators of structured movement opportunities in the ECEC toddler context, and they recognized that PA is important to young children's development; however, little knowledge of PA guidelines to promote it was evident. Our findings contribute to understanding educators' perceptions regarding movement as a curricular practice for children aged 1 to 3 years. Educators and public administration could find structured PA to be a complement to a harmonious development from a young age. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1457870 |
| Database: |
ERIC |