As part of my professionalism, I try to keep up to date with new research. I found this article the other day, which I’ve put the abstract and reference to below. It was a randomised controlled trial on preschoolers to see whether movement would help or hinder their numeracy skill acquisition.
The research gathered information from 120 preschoolers, as it pointed out that the majority of studies are usually done on primary aged children.
The conclusion of the study was that utilising movement to help numeracy acquisition was incredibly useful in helping improve the children’s concentration, mathematical skills and knowledge as well as their enjoyment of learning.
I love that research like this is being carried out, as it just goes to highlight how important movement is for learning. Hopefully the more research that is carried out, the easier it will be to talk about in a professional sphere.
A cluster-randomized controlled trial was conducted to examine the effects of a 4-week program that integrated movements into cognitive tasks related to numerical skills. Participants (N = 120, Mage= 4.70 years, SD = 0.49; 57 girls) were assigned to one of the following four conditions: performing integrated physical activity (task relevant), performing nonintegrated physical activity (task nonrelevant), observing integrated physical activity, or conventional sedentary teaching (without performing or observing physical activity). Results showed that children who performed task-relevant integrated physical activity performed better than children in all other conditions. In addition, children who performed physical activity, either integrated or nonintegrated, reported higher scores for enjoyment of the instructional method than the two sedentary learning conditions. Implications for educational theory and practice are discussed.
Mavilidi, M. F., Okely, A., Chandler, P., Louise Domazet, S., & Paas, F. (2018). Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills. Journal of Experimental Child Psychology, 166, 502–519. https://doi.org/10.1016/j.jecp.2017.09.009