Nurlayli Hasanah

Introduction: Inclusive physical activity for children has become a major educational concern because it is closely linked to access, equitable participation, and the development of children with and without disabilities. A more comprehensive review is needed to guide the design and management of inclusive physical activity curricula in schools. Methodology: This study used a systematic literature review following the PRISMA guidelines, with Scopus as the primary database. Articles published up to 6 April 2026 were screened for relevance, title accuracy, abstract and keyword suitability, data completeness, peer-reviewed status, English language, and open-access availability. Of the 1,082 records initially identified, 97 met the inclusion criteria and were analyzed in depth. Results: The findings produced two main novel contributions. The first is a managerial framework for an inclusive physical activity curriculum for children, covering admission, identification, assessment, child profiles, instructional planning, learning assessment and evaluation, learning outcomes reports, and transition periods. The second is a classroom-level implementation framework that includes learning objectives, methods, materials, media, instructional procedures, evaluation, feedback, and follow-up adapted to children’s characteristics. Conclusions: This study shows that the design and management of an inclusive physical activity curriculum remain highly relevant and make important theoretical and practical contributions to policy, school governance, and adaptive, sustainable inclusive teaching.

Introduction: Social-emotional development is a crucial aspect in early childhood education. This study explores the impact of physical activity-based freedom of movement on social-emotional development in kindergarten. Methodology: A quasi-experimental pretest-posttest design was used, with two groups: a treatment group (n=65) and a control group (n=66) from four public kindergartens in Yogyakarta. The treatment group participated in a physical activity-based freedom of movement program, while the control group followed a conventional curriculum. Social-emotional development was measured using a validated tool, and data analysis included dependent samples t-tests for within-group comparisons and independent samples t-tests for differences between the groups. Results: Significant improvements were observed in both groups. The dependent samples t-test for the treatment group showed t = 25.482, p = 0.001; for the control group, t = 14.703, p = 0.001. The independent samples t-test for post-assessment revealed t = 6.514, p = 0.001, indicating a significant difference between the treatment and control groups, with the treatment group showing greater improvement. Conclusions: Physical activity-based freedom of movement significantly enhances social-emotional development in young children, making it an effective pedagogical strategy in early childhood education.