Motor cognition during free games in 3 years old children builds up on factors involving space organization and social interaction.

Great consideration is given by educators and parents to conditions/games that may improve cognitive abilities of pupils but little attention is paid to the effects on physical behavior. The aim of the research is to determine the role of environment on physical activity levels in 3 years old children performing unstructured games in a kindergarden. Fiftythree 3 years old children of a kindergarden in Verona were divided in 4 groups and left without instruction (unstructured game, free play) in a playroom where all furniture were removed. Circles of 50 cm diameter were spread on the floor (condition A) or piled in one corner of the room (condition B). In different days, a pool with soft balls was placed in the center of the room (condition C) or in one corner (condition D). Each group of children was left in the room for 30 minutes and video-recorded to measure time spent in the different forms of activities. Activity level was also measured by mean of podometers. Groups were randomized for sequence of condition; interval between conditions was 2 weeks. Data from the four conditions were compared by paired t-student test. In condition A, children spent most of the time running on and around or jumping in the circles. In condition B, the same children used circles for individual and/or symbolic games and the running/jumping behavior was limited and random. No differences in physical activity levels were measured between condition C and D. Interestingly the collective behavior quickly changed when one of the children modified the way of playing with the tool. The data indicate 1- that the organization of space/environment has significant impact on physical behavior of children involved in free games; 2- that spatial distribution of tools in the environment determines their unstructured use and the levels of physical activity inducible in children; 3- observation of action by other children can prime similar responses during unstructured games. We speculate that motor cognition during free games builts up on factors involving space organization and social interaction