Movement as an access door for learning

Abstract

This theoretical essay aimet to reflect based on the assumptions of neuroscience, the importance of the movement and its pedagogical relationship with Physical Education in Early Childhood Education. As results it was evidenced how the learning processes, provoked by diversified motor experiences in physical education classes, stimulate the creation and interactions between neural networks, providing children with an integral and significant education with reflexes in the other stages of formal education. It can be insated that an organized motor stimulation taking advantage of learning windows can bring benefits to life in general, enhancing other learning.