Motor Play
Motor play provides children with experience in using and gaining control over their bodies (Carlson, 2011a) and a means of expending energy stored up from long periods of inactivity. During early childhood, children typically engage in two types of motor play— structured and unstructured. Structured motor play is generally more teacher-directed with group games or physical education classes, whereas unstructured motor play would be more spontaneous and natural such as a spur-of-the-moment game of chase. Carlson (2011a) suggests that “big body play” provides a kinesthetic means of learning, especially critical during early childhood.
Through motor play, children gain practice with locomotor skills such as walking, running, jumping, hopping, leaping, galloping, and skipping. They also have opportunities to use the large muscles of the torsos and arms, which prepares them for motor skills such as throwing, catching, and batting. Additionally, active play helps children build stamina and endurance, strength, coordination, balance, and flexibility (Trawick-Smith, 2010).
The National Association for Sport and Physical Education (NASPE, 2009) offers guidelines for physical activity for children from birth to age five through its Active Start program. Guidelines for infants and toddlers include daily playful physical interactions with caregivers in both structured and unstructured environments. These physical interactions are important for typically developing children as well as young children with special needs. NASPE guidelines are also available for children from ages 5 to 12 years.