Movement and the mind: exploring executive function in the early years

Executive function refers to a set of cognitive processes that support attention, memory and self-regulation. This article outlines how physical activity in early learning settings may contribute to the development of these skills and examines how such approaches align with Australia’s Early Years Learning Framework (EYLF) and National Quality Framework (NQF).

Movement-based activities such as climbing, balancing or participating in structured games offer children opportunities to practise self-regulation, attention and working memory in real time. These experiences also support the development of motor planning and body awareness, contributing to overall wellbeing.

The Early Years Learning Framework (Version 2.0) highlights the importance of physical development and wellbeing under Outcome 3: Children have a strong sense of wellbeing. This outcome includes the development of movement skills, body awareness and increasing responsibility for health and safety

The National Quality Framework (NQF) reinforces the value of movement through:

• Quality Area 1 – Educational Program and Practice, which promotes intentional and responsive programs that support children’s individual strengths and needs, including physical and cognitive development.
• Quality Area 2 – Children’s Health and Safety, which includes physical activity as part of children’s health outcomes

The Australian Government’s physical activity guidelines for children aged birth to five years recommend at least three hours of physical activity across the day to support healthy growth and development

Services may incorporate movement into learning environments in various ways.

These can include:

• Obstacle courses to support motor coordination and planning
• Group games with rules to promote attention and turn-taking
• Music and movement sessions to engage memory and sequencing
• Outdoor play that encourages decision-making and spatial awareness

These types of experiences have been identified in research as contributing to physical development and may also support aspects of executive functioning, including self-regulation, in early childhood.

Some early learning services are embedding executive function development in innovative ways:

• Bush kinder and nature play programs integrate movement, problem-solving and collaboration in dynamic outdoor settings, providing opportunities for children to navigate risk, follow multi-step instructions and build independence.
• Yoga and mindfulness sessions are being used by some services to help children practise self-regulation, breathing control and sustained attention through guided movement and stillness.
• Movement-based transitions such as rhythmic clapping, marching or dance routines are being used to help children shift between activities while practising impulse control and working memory.
• Multi-sensory learning environments that combine movement with visual and auditory prompts are being used to support flexible thinking and sustained engagement, particularly in inclusive settings.

Movement-based experiences in early learning settings have been associated with the development of cognitive skills such as self-regulation, attention and adaptability. 

By integrating movement into daily routines, early learning services can actively support children’s executive function alongside their physical, emotional and cognitive development. These approaches align with the EYLF and NQF and reflect national guidelines on physical activity for young children.

Additional educator-focused guidance on executive function is available through the Australian Education Research Organisation (AERO):

• Executive Function and Self-Regulation: Practice Guide
• Executive Functions: Early Childhood Learning Trajectory

The above resources are provided by the Australian Education Research Organisation Limited (AERO) ACN 644 853 369 ABN 83 644 853 369. All material is licensed under the Creative Commons Attribution 4.0 International Licence, unless otherwise indicated.