PHYSICAL EDUCATION IN SCHOOLS AND MOTOR DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: AN INTEGRATIVE REVIEW

Motor development in humans is a continuous process that begins at birth and must be stimulated to prevent impairments throughout life. The aim of this study was to examine how Physical Education classes contribute to the improvement of motor skills. This study is an integrative review conducted in accordance with the PRISMA methodology. Searches were performed in the SciELO, Virtual Health Library (BVS), and LILACS databases using the following descriptors: “physical education” OR “early childhood education” OR “preschool” OR “children” OR “early childhood education” AND “motor development.” As inclusion criteria, articles published between 2013 and 2021 in the Portuguese language were selected. Exclusion criteria included studies addressing different topics, publications in foreign languages, review articles, and books. A total of 124 articles were identified, and after screening titles and abstracts, five studies met the established criteria. The findings indicate that children’s motor development presents age-related delays, revealing a lack of stimulation aligned with each child’s individual developmental stage. Another factor identified in the studies is the relevance of a qualified Physical Education teacher in the process of improving physical capacities, as well as deficits in children’s motor development due to the absence of this professional in the early school years. In addition, play activities are essential in the early years of life, as they stimulate and promote motor development. Socioeconomic factors also influence children’s development. Therefore, it is concluded that children exhibit delays in motor development, and that stimulation through play activities and the presence of a qualified professional are essential for mitigating these delays.