Physical activity-english language for all: educational research in preschool for a culture of difference and diversity

Aim. This experimental study examined the effect of integrating physical activity with English language instruction in preschool with three-year-old students. The project followed the principles of Universal Design for Learning (UDL), an approach that includes students with disabilities, ensuring equal opportunities for success across the entire class group. Material and method. The study involved two Italian preschools: My School in Civitanova Marche (MC) and Molini School in Molini di Tenna (FM). The children were divided into an experimental group (N=12) and a control group (N=13). The experimental group participated in an English teaching program based on a body-engagement methodology, while the control group followed a traditional program. Language and motor skills were assessed using the Peabody Picture Vocabulary Test (PPVT) and the Test of Gross Motor Development (TGM) before and after the intervention. Results. The results indicated that mean scores for language and motor skills in the experimental group were significantly higher than those in the control group following the intervention. In the TGM test for locomotor skills, the experimental group’s scores increased from 7.25 to 15.08, compared to the control group’s smaller improvement from 7.69 to 10.69 (F(23,1) = 13.65, p = .001). For object control skills, the experimental group improved from 3.50 to 8.42, while the control group showed a more modest increase from 4.62 to 5.77 (F(23,1) = 19.80, p = .000). Similarly, the PPVT test demonstrated a significant improvement in the experimental group (56.17 to 83.50), with no meaningful change in the control group (52.77 to 54.70, F(23,1) = 28.29, p = .000). Mixed ANOVA confirmed the motor-based method's effectiveness in enhancing both language and motor skills. Conclusion. The study highlights that integrating physical activity into foreign language teaching can promote more effective and engaging learning for three-year-old children, suggesting an inclusive educational approach. These findings support the use of innovative teaching methodologies based on movement to enhance language and cognitive skills in young learners.