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The Influence of Physical Activity, Play Facilities, and Teacher Roles on Early Childhood Development
Abstract
This study investigated the combined effects of physical activity, play facilities, and teacher roles on gross motor skill development, kinesthetic intelligence, and learning readiness in 4-6-year-old children enrolled in early childhood education institutions in South Sulawesi. The study used a cross-sectional quantitative design and employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the complex relationships between these variables. The study utilized instruments such as the Physical Activity Questionnaire for Children (PAQ-C), Test of Gross Motor Development (TGMD-III), and Bracken School Readiness Assessment (BSRA-4) to collect data. The results revealed that physical activity significantly influenced gross motor skills, kinesthetic intelligence, and learning readiness. Play facilities positively contributed to motor development and learning readiness, while teacher roles significantly improved gross motor skills. Furthermore, gross motor skills and kinesthetic intelligence were found to mediate the relationship between physical activity, play facilities, and readiness to learn. This study contributes to the growing literature on early childhood education by providing empirical evidence supporting an integrated approach to education that emphasizes the roles of physical activity, play, and teacher roles in child development. The findings suggest that education policies should prioritize active learning environments that foster both physical and cognitive development. Further research should focus on longitudinal studies to explore the long-term efficacy of this integrated approach. These findings also emphasize the importance of incorporating active learning environments that support children's physical and cognitive development.
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DOI: https://doi.org/10.17509/ebj.v7i2.84078
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