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

This review explored the impact of physical literacy programs designed to engage two- to five-yearold 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 searc...

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Bibliographic Details
Published in:Australasian Journal of Early Childhood 2023-03, Vol.48 (1), p.34-49
Main Authors: Porter, Joanne E., Dabkowski, Elissa, Prokopiv, Val, Missen, Karen, Barbagallo, Michael, James, Michelle
Format: Article
Language:English
Subjects:
Barriers
Capacity Building
Early Childhood Education
Education
Foreign Countries
Holistic Approach
Literacy
Literacy education
Literature Reviews
Meta Analysis
Multiple Literacies
Physical Education
Planning
Preschool Children
Preschool curriculum
Preschool teachers
Program Effectiveness
Systematic reviews
Young children
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Summary:This review explored the impact of physical literacy programs designed to engage two- to five-yearold 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.
ISSN:1836-9391
1839-5961
DOI:10.1177/18369391221118698