An exploration into early childhood physical literacy programs: A systematic literature review

Abstract

This review explored the impact of physical literacy programs designed to engage two- to five-year-old preschool children. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used. Six EBSCO host databases were searched for the period 2011 to April 2021 using the search terms “physical literacy,” “early childhood,” and “impact.” Articles were excluded if physical literacy was not the focal intervention. The final data set consisted of seven-peer reviewed articles meeting the eligibility criteria and quality assessment for this review. Three themes were created using Braun and Clark’s (2006) approach to thematic analysis: Holistic benefits of physical literacy, Barriers to physical literacy and Education begins at home. Early childhood physical literacy programs provide holistic benefits for children; however, further research is needed in an Australian context. Families and community members working in the early childhood sector could benefit from further education and training to improve physical literacy awareness.

Optimalisasi Pemahaman Physical Literacy Dan Penggunaan Instrumen Pl-C Quest Pada Guru Pendidikan Anak Usia Dini

“…Kurangnya pengetahuan guru pendidikan anak usia dini mengenai konsep physical literacy dan cara pengukurannya biasanya disesbakan oleh kurangnya sosialisasi. Sebagai pertimbangan tambahan, kita juga dapat merenungkan cara guru pendidikan anak usia dini mengalami dan mengatur praktik pengajaran aktivitas gerak bagi anak sesuai dengan persepsi mereka sendiri, jarang didampingi oleh ahli pendidikan jasmani (Porter et al, 2022). Guru cenderung terisolasi dan terisolasi dalam pekerjaannya dan akibatnya, praktik dan pemikiran mereka sering kali hanya berada di dalam kelas mereka sendiri (Roach, 2016).…”