Physical Education, defined as “the art and science of human movement” (Siedel, 1972, p.4) is a subject. It is an integral part of total education (Siedel et al, 1969; Daver, 1970) which contributes to the fullest possible development of the individual in accordance with his capacities (Daver, 1970) in a democratic society (Daver, 1970; Wetton, 1988) through the natural medium of directed and planned learning experiences in physical activity – human movement listed to enhance and harmonize the physical, intellectual, social and emotional aspects of an individual’s personality (Seaton et al., 1969; Wetton, 1988). The importance of P.E. in early childhood education has been discussed in numerous early studies (Humphrey, 1948; Lee, 1937; Allen, 1977; McClenaghan & Gallahue, 1978). The vast portion of children’s early learning comes from and through movement. In fact, movement is a significant primary facilitator of cognitive, effective and motor development, particularly during infancy and early childhood (McClenaghan & Gallahue, 1978; Luebke, 1981). Nowadays, preschool P.E. is conducted in kindergartens and nurseries once or twice a week with a duration of 20 to 30 minutes. However, such implementation is not successful enough to achieve the ultimate goals of preschool P. E. in early childhood curriculum. Therefore, the purposes of the workshop are: to introduce an alternative way of successful preschool P.E. teaching to physical educators; and to share the teaching experiences in P. E. with the participants. Namely, the successful formula consists of the following elements: FITTTS; Frequency, Intensity, Time, Types, Teacher and Safety and School.
|Publication status||Published - 1995|