Abstract

Movement is something innate in the animal world, and in humans, it is a form of expression, locomotion, and communication. Therefore, in one way or another, it is present at all times, including teaching-learning processes. The main objective of the research is to evaluate the existing evidence on the influence of movement on the learning of boys and girls in the Chilean nursery stage (0 to 6 years). For this, a search was carried out in the Web of Science, Scopus, and Google Scholar databases, using keywords: movement, learning, and early childhood education, considering only empirical studies and other inclusion and exclusion criteria. The results show a relationship between learning and movement, recognizing that it is more significant when integrating movement into the classroom in a comprehensive manner. This approach improves behaviors within the classroom and enhances the effectiveness of using technology in teaching movements. It is concluded that movement is a key element in the construction of learning. However, the limited number of documents regarding this subject in early childhood or preschool education is evident.