{'fraction_non_alphanumeric': 0.0136986301369863, 'fraction_numerical': 0.0, 'mean_word_length': 5.409356725146199, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Movement Opens Pathways to Learning

Offering early childhood education in public and private schools is a recent movement across the United States. As states move forward in implementing pre-school learning for young children, it is important to structure learning activities that involve the whole child. The purpose of this article is to present a framework for movement activities upon which physical educators and early childhood teachers can build appropriate learning activities that reinforce the connection between the mind and body for children between the ages of two and seven. Helping children to have fun while they learn is an important, but sometimes elusive goal for teachers. However, because young children enjoy being active, movement experiences can be great tools to motivate and facilitate learning. Physical educators and classroom teachers can use movement as an interdisciplinary learning tool to incorporate academic skills such as language and concept development. In addition, these teachers who work with children in early learning centers, pre-school programs, and