Beyond Play: Reimagining Physical Readiness as a Foundation for Resilience in Early Childhood Education

To the Editor,

I read with great interest the recent article by Ijang Bih Ngyah-Etchutambe and Linda S. Pagani, titled “From Home to Classroom: Exploring Caregiver Perspectives on Preschool Readiness and Resilience in Buea, Cameroon.” The authors compellingly argue that physical readiness, reflected in the development of gross and fine motor skills, is a vital yet often neglected aspect of school readiness that profoundly shapes preschool children’s resilience and smooth transition from home to school. ¹ Their work is a refreshing reminder that readiness for learning does not begin with letters and numbers, but with movement, play, and the confidence children build when they can climb, run, or draw with steady hands.

In the Philippines, the study’s message feels particularly relevant. Many early childhood programs, though well-intentioned, still measure readiness by academic milestones, how quickly a child can recite the alphabet or count to 10. ² But walk into a typical preschool classroom in a crowded city and you might find children sitting for long hours with worksheets, their playtime shortened by tight schedules and even tighter spaces. In rural or coastal areas, parents often enroll children early, believing that the sooner schooling begins, the better their chances for success. Yet, as the Cameroonian findings suggest, a child who lacks physical confidence and coordination may struggle emotionally and socially, no matter how advanced their academic skills appear.

To reimagine readiness, we must look beyond the classroom. Physical preparedness should be seen as the foundation, not the afterthought, of early learning. ³ Movement builds the brain. Play fosters curiosity, persistence, and problem-solving. When children are allowed to move freely, running barefoot on grass, stacking blocks, or sketching shapes, they are also developing resilience: the quiet courage to try again after falling, to find joy in effort, and to trust their own growing bodies.

This insight opens possibilities for both research and practice. Teacher education programs can begin to integrate physical literacy as a key learning outcome, helping teachers design lessons that weave movement and cognition together. ⁴ Local governments could strengthen community-based play programs, safe outdoor spaces where children can explore their abilities. And future studies might follow children over time to understand how physical readiness, nutrition, and emotional well-being interact to shape lifelong learning.

The Cameroonian study reminds us of something profoundly simple yet globally urgent: children learn first through their bodies. In the Philippines and across the world, where modern life often limits play and movement, we must reclaim this truth. Investing in children’s physical readiness is not just about exercise, it is about giving them the tools to stand tall, adapt, and thrive in an ever-changing world.

Jose Eric M. Lacsa, EdD De La Salle University, Manila, Philippines