Representation of movement-based integrated learning in different physical environments of an early education institution

Abstract

The aim of this paper is to determine the differences in the representation of children’s integrated learning in an institutional context between standard children’s integrated learning and movement–based integrated learning. The research encompasses two early-aged children’s groups attending city kindergartens. The content analysis method was used; activities were photographed and filmed with video cameras. Movement-based integrated learning has a significant influence on the quality of the educational process.