Movement is one of the earliest and most powerful ways young children make sense of their world. It is a language through which they express identity, communicate emotions, and build social connections (Dinham & Chalk, 2017). Far beyond physical exercise, movement supports every domain of development — cognitive, physical, emotional, and linguistic.

When children move with music, rhythm, and purpose, they are not only developing coordination and strength but also building pathways for language and literacy learning. As Dinham and Chalk (2017) emphasise, integrating movement with song and storytelling allows children to explore meaning through the body. This is especially important in inclusive classrooms, where movement supports oral language development in both English and home languages.

A study by Inten et al. (2022) found that combining movement and song significantly improved children’s vocabulary, pronunciation, and confidence when learning Sundanese, demonstrating how rhythmic, body-based experiences support linguistic expression across cultures. This aligns with EYLF Outcome 5, which recognises children as effective communicators — not just through speech, but through movement, gesture, and play (AGDE, 2022).

Movement also strengthens:

• Gross motor coordination and body awareness

• Self-regulation through breathing, balance, and rhythm

• Social skills such as cooperation, turn-taking, and empathy

• Emotional expression and confidence without relying on verbal language

As Healthy Kids NSW (2021) states, fundamental movement skills like hopping, twisting, and balancing don’t develop automatically — they must be intentionally taught and practised. When we create rich, movement-friendly environments, we empower children to engage more fully, regulate their emotions, and express themselves in ways that words alone cannot.

In this way, movement becomes more than just a tool for development — it becomes a living, expressive language of childhood.