Teaching Principles for Early Childhood Movement

Historical Pedagogical Theory

This article is an adaptation of Chapter 4 of 500 Preschool Movement Games (2002). It synthesizes the pedagogical principles and educational psychology references (including Arthur T. Jersild and Edward L. Thorndike) that guided Founder Nanhai Hong's movement teaching at Jenher Preschool. In this North American ECE edition, these principles are presented as supportive guidance for play-based physical education.

The Six Core Movement Teaching Principles

Chapter 4 outlines six interrelated pedagogical principles designed to guide educators in facilitating joyful, developmentally sound physical activities:

Principle 1

Spontaneous Use (Arthur T. Jersild)

Referencing developmental psychologist Arthur T. Jersild, this principle observes that young children naturally and repeatedly practice abilities they are currently acquiring—whether crawling, vocalizing, or jumping.

Educator Role: Avoid arbitrarily interrupting deep, focused play. Proactively manage space and remove physical hazards so children can explore emerging skills safely.

Principle 2

Interest & Intrinsic Motivation

Meaningful physical development occurs when activities spark authentic interest and positive emotional engagement. When children are intrinsically drawn to a challenge, they invest creativity and sustained energy without needing external pressure.

Educator Role: Use playful themes, versatile equipment, and child-led variations to sustain natural enthusiasm.

Principle 3

Direct Concrete Experience

Young children construct physical understanding through direct, hands-on sensory-motor trial and error rather than abstract verbal explanations. Telling a child how to balance is far less effective than letting them step across varied surfaces.

Educator Role: Pair clear, warm physical demonstrations with plenty of unstructured opportunities for children to physically experience the movement.

Principle 4

Meaningful Practice (Edward L. Thorndike)

Referencing educational psychologist Edward L. Thorndike's Law of Exercise and Law of Effect, repeated movement strengthens coordination when paired with satisfying, positive experiences.

Educator Role: Offer voluntary, varied practice routines rather than repetitive drills. Celebrate individual progress and keep movement sessions upbeat.

Principle 5

Suggestion & Child-Friendly Coaching Cues

Verbal metaphors and positive visual modeling ("suggestion") provide clear, accessible mental images that help children organize complex movements intuitively.

Educator Role: Use concrete imaginative cues—such as “Tuck your chin like a little turtle” or “Land soft like a kitten”—built on a warm, trusting teacher-child relationship.

Principle 6

Individualization & Socialization

Every child arrives with unique temperamental traits, physical readiness, and confidence. Early childhood is a formative time for both individual self-expression and learning cooperative group participation.

Educator Role: Allow children to express their individual ideas while guiding them to respect shared boundaries, take turns, and support peers.

Balancing Teacher Guidance and Child Agency

In contemporary early childhood classrooms, effective movement education balances intentional teacher scaffolding with open child agency:

Scaffolding Without Coercion

The original chapter emphasizes that demonstration and structure should never devolve into rigid compliance. When an educator models a forward roll or a beam crossing, it serves as an inviting reference point. Children should always be empowered to adapt the movement—such as doing a log roll or stepping along a floor line—to match their personal comfort and readiness.

Frequently Asked Questions

Should early childhood educators demonstrate every physical movement exactly?

Demonstrations are helpful when introducing unfamiliar equipment or safety guidelines, but they should invite exploration rather than demand rigid mimicry. Encourage children to try the movement in ways that feel safe, comfortable, and controlled for their own bodies.

What is Jersild's 'Principle of Spontaneous Use'?

Articulated by American developmental psychologist Arthur T. Jersild (1902–1994), this principle observes that young children naturally and repeatedly practice emerging motor and language skills that they are currently acquiring. Educators support this drive by providing rich play environments and eliminating unnecessary hazards.

How can teachers balance individual pacing with group physical games?

Use open-ended challenge prompts and multi-station circuits where children choose their own starting distance or speed, while participating together in shared routines like warm-up songs, parachute games, or cooperative obstacle courses.

500 Movement Games Collection: Theory Chapter 4 — Teaching Principles

Original Author

Nanhai Hong (Founder of Jenher Preschool)

First Published

2002

Digitization & Content Review

Jenher Preschool

Last Reviewed

August 2026

This curriculum originated from Nanhai Hong's years of practical early childhood physical education teaching. Jenher Preschool preserved the core activities, digitizing and updating the text, instructions, and safety guidelines for modern early childhood classroom needs.

This material is freely provided for classroom teaching and non-commercial research. When citing, please attribute "500 Preschool Movement Games" with a link to this webpage. Commercial resale or unauthorized mass reproduction is strictly prohibited.

Gross Motor Activity Safety Reminder

Before starting, assess each child's readiness and ensure an open, slip-resistant play area with continuous adult supervision. For children with specific health, motor, or developmental considerations, please consult a pediatrician or pediatric physical therapist.