Carol Archer has taught in early childhood education and primary schools for over two decades and is currently an advisory teacher for the Integrated Early Years Service in the London Borough of Camden. She also works as a movement-play practitioner/consultant in other education authorities. She finished her Masters Degree at the Institute of Education, University of London on Early Years Education in 2011; and recently published a paper with Iram Siraj on 'Measuring the quality of movement-play in Early Childhood Education settings' in the European Early Childhood Education Research Journal. She is passionate about promoting physical development through movement-play for all young children from birth to 6 years of age in this under researched, under theorised & under practiced area of learning.

Movement-play and its influence on young children's development
Making the case for physical activity
Implementing a movement-play-based curriculum for children from birth to six years of age
Improving the quality of movement-play: a small-scale study
Working with families to promote movement-play
Leading and managing the implementation of movement-play from practice to policy: a whole setting approach

Movement-play, put simply, is encouraging physical activity in a child-led manner for the benefit of children's health, learning and wellbeing. This book looks at the theory behind the importance of movement and:

• how movement play links with all the areas of early childhood development
• physical activity guidelines for young children
• practical advice and photos to support implementation in settings
• how to assess your own setting
• how to best work with parents on this topic
• comprehensive guidance on writing a physical development policy

The early years is one of the critical periods in the establishment of physical behaviours and physical development is also one of the prime areas of the EYFS as well as other, global, curricula.  A must-read for students on Early Childhood and Early Years courses and Early Years practitioners to improve their practice and understanding of psychical development for the benefit of young children.