A pilot study of early childhood teachers’ views on teaching a structured physical education curriculum: challenges and recommendations

Background: Early childhood physical education (ECPE) is crucial for children’s development and lifelong learning. Children need developmentally appropriate, structured, and systematic opportunities in physical education (PE) to acquire fundamental physical skills, attitudes, values, and knowledge. The curriculum is the starting point for ensuring the educational success of all children. ECPE with a structured curriculum significantly influences children’s development and future quality of life, as a high-quality ECPE curriculum brings them physical, cognitive, academic, and affective developmental benefits. Teachers determine the quality of education through curriculum implementation and effective learning. Teachers’ attitudes and views are important factors for improving the quality of education. Much of the research has suggested requirements for early childhood teachers (ECTs) in implementing the curriculum. However, few studies have been conducted based on ECTs’ views regarding the implementation of a structured ECPE curriculum. Therefore, it is necessary to learn more about ECTs’ views on curriculum implementation. Purpose: The pilot study analysed challenges ECTs face and their recommendations regarding a structured PE curriculum, the ‘Know It, Do It, Love It’ (KDL) curriculum implemented in a Chinese preschool, to assess how well it worked so that adaptations can be made for future large-scale use. Methodology: This was a qualitative interpretivist study. The interpretivist research paradigm was used to better understand and interpret ECTs’ views based on their beliefs, values, and experiences. Six early childhood teachers in China participated in individual semi-structured interviews, and the data were analysed inductively via individual-case and cross-case analyses using the open code method. Findings: The results revealed that the participants were extremely concerned about insufficient equipment, overloaded schedules, and a lack of professional training. Occasionally, inadequate equipment negatively affected children’s safety and interest in learning. The consistent heavy workload presented a significant challenge in implementing the curriculum. Participants were concerned that they did not have a professional background in PE, which resulted in reduced confidence in teaching the curriculum. Findings suggested that the structured PE curriculum should have activities suitable for indoor environments, develop specific lesson plans with detailed instructions, and secure parental support via a summary of empirical data on the benefits resulting from the curriculum. ECTs should have professional development opportunities to obtain PE knowledge and skills and maximise their willingness to improve their abilities to teach a structured PE curriculum. PE teachers should be provided with professional development in teaching language and improve their safety awareness.