Making Time and Space for Physical Activity In Early Childhood Programs

Physical activity in early childhood programs is often treated as a break from learning—but what if it's actually the foundation for it? In this episode of Tiny Talks on Early Learning, we sit down with Victoria Bolton to explore why movement is essential for young children's brain development, behavior regulation, and overall well-being. Together, we unpack the research behind the brain–body connection, common barriers programs face, and practical strategies for embedding meaningful physical activity throughout the day—even in small classrooms or tight schedules. Whether you're a teacher, director, or early childhood leader, this conversation will help you rethink how time and space for movement can transform learning environments for young children.   Key Takeaways for Listeners: Movement is foundational—not optional. Physical activity directly supports brain development, attention, emotional regulation, and executive functioning in young children. Physical activity reduces challenging behaviors. Many behavior struggles stem from unmet movement needs. Movement should be embedded throughout the day. It doesn't require extra time—just intentional planning during transitions, circle time, and learning activities. Environment shapes behavior. Classroom layout and material placement can either invite or restrict active exploration. Leadership sets the tone. When administrators prioritize movement as essential to learning, teachers feel empowered to integrate it meaningfully.