Physical play activities for young children's motor development: An action research study

Abstract

This action research study examines the design and organization of physical play activities for junior kindergarten children (aged 3–4 years) in a Chinese kindergarten context. Grounded in constructivist learning theory, dynamic systems theory, ecological perception theory, and differentiated instruction theory, the study identifies six interrelated design principles for play materials: (1) visual appeal integrated with safety features; (2) material texture aligned with children's psychological need for emotional security; (3) playfulness and dynamic interaction that generate multi-modal feedback; (4) variability and combinational functions enabling diverse movement possibilities; (5) hierarchical design accommodating individual differences in motor competence; and (6) structural properties supporting proprioceptive and spatial perception development. The findings further outline three organizational strategies for structuring physical play activities: a dual-structure arrangement balancing collective games with individual free-play stations, scientific regulation of exercise intensity, and progressive skill development scaffolded through graded material configurations. The study contributes an integrated material-environment-organization framework that extends prior research by embedding differentiation into material structure and positioning responsive materials as autonomous learning agents. Practical implications include the use of low-cost recycled resources, simple material variations for hierarchical difficulty, and the prioritization of dynamic feedback over static equipment.

Document Type: Original article

Cited as:

Liu, F., Wang, X. Y., Yu, J. H., & Peng, C. L. (2026). Physical play activities for young children’s motor development: An action research study. Education and Lifelong Development Research, 3(2): 94-103. https://doi.org/10.46690/elder.2026.02.04

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