EYFS Best Practice: All about... PD: principles into practice

The 'principles' approach to early years Physical Development (PD) has a long and illustrious history. Central to mid-20th century pedagogical thinking, PD was never considered as separate from other areas of development. It underpinned and informed all learning and was only obliquely linked to general health and mental well-being. It is only relatively recently that PD programmes have emerged in response to assessment demands of the curriculum and health/obesity initiatives - both of which require a significant level of quantitative data to support effective implementation.

The 'principles' and 'programme' approaches to PD are not mutually exclusive and in practice are used equally by professionals as they adapt and react to changing needs and situations. More so than any other area of the curriculum, PD must accommodate a wide range of variables. In the subtle shift from PD playing a fundamental role in children's learning to becoming a prime area of the Early Years Foundation Stage (with 'goals') and - in the absence of a cohesive strategy for the design and delivery of practical sessions - it is imperative that professionals are aware of the thinking behind both approaches, to make informed decisions that may develop and support best practice.