Young children don't just move to develop their bodies—they move to develop their brains. Move More, Learn More! demonstrates the profound connection between physical activity and early childhood development through cutting-edge research from neuroscience, developmental psychology, and exercise science. 

 

This groundbreaking book teaches how movement fundamentally shapes brain architecture during the early years, building the neurological foundations essential for cognitive growth, academic success, and social-relational well-being.

Move More, Learn More! bridges the gap between research and practice, offering evidence-based insights in every chapter. By understanding how developmental skills emerge from shared neurological pathways, Pre-K–3rd-grade educators can transform their approach to early learning. Educators and clinicians will discover immediately applicable strategies to help children develop healthy brains and bodies during these formative years.

This first-of-its-kind resource will empower readers to harness the transformative power of movement, showing not just what happens when children are physically active, but why it matters so deeply for their development and how to maximize these benefits in educational settings.

Book Features:

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• Chapters written by 12 international experts in the fields of movement, music, language, and cognition provide activities to strengthen executive function, self-regulation, attention, and sensory-motor development in Pre-K–3rd grade.

• Over 50 evidence-based downloadable activities that specifically target both learning strengths and differences.

• An ideal book for graduate-level courses in education, physical education, and early care, as well as developmental psychology, speech pathology, and occupational therapy.

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Edited and Co-Authored by Mike Kuczala & Lynne Kenney, PsyD

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Contributors: Ty Melillo, DC, USA; Joann McFee, OTR/L, USA; US Kelly Barnhart, OTR/L, USA; Stacy Fretheim, CCC-SLP, MA, USA; Mary Mounstephen, UK; Ali Golding, UK; Maestro Angelo Molino, USA; Professor Piero Crispiani, Italy; Dottoressa Eleonora Palmieri, Italy; Professor Kate Williams, PhD, Australia; Andy Vasilly, Belgium and Andy Milne, USA.