Why Holistic Learning Begins with Movement, Connection and Play
Step into any early years setting, and you might see a child spinning with a scarf, completely absorbed in their own rhythm, while others begin to watch, copy, and join in their own way.
It may look like simple play, but in reality, bodies, minds and emotions are all working together at once.
This is holistic learning in action.
What do we really mean by holistic learning?
This way of learning is often spoken about, but in practice, it can feel like just another term added to an already busy day.
At its heart, holistic learning means recognising that children do not develop in separate areas or tick boxes. Their physical, emotional, social and cognitive development is deeply interconnected, constantly influencing one another.
A child does not move from one area of learning to another in the way we might move between subjects at school. Children experience all of these at once.
When a child jumps like a frog across an imaginary pond full of piranhas trying to nibble their toes, they are not just developing coordination. They are building confidence, regulating their body, engaging their imagination, communicating ideas, and connecting with others.
This is whole-child learning in action, all at once.
Why this matters now more than ever
In today’s early years environments, many practitioners are noticing increasing needs around communication, regulation and social interaction.
Some children find it difficult to sit, listen or engage. Others communicate non-verbally, through movement, gesture or quiet observation. For children with SEND and EAL, traditional approaches may not always meet them where they are.
This is where this approach becomes essential, not optional.
When we focus on rich, connected experiences, we open multiple pathways for every child to access learning in ways that feel natural and meaningful.
Movement: the thread that connects everything
If there is one element that brings this approach to life, it is movement.
Movement is not just about physical development. It is one of the most powerful tools we have for supporting the whole child.
Through movement, children regulate emotions, organise thinking, express themselves, connect with others and explore ideas.
For many, movement is where learning begins. A child who cannot yet explain how they feel may stomp, spin or curl up to show us, while another may begin by copying from a distance, gradually finding the confidence to join in.
For children with SEND, including Profound and Multiple Learning Disabilities PMLD, movement can be a vital pathway into learning, communication and connection. When experiences are sensory, physical and flexible, every child can take part in a way that is meaningful to them, whether through small movements, eye gaze, touch, sound or shared attention.
This is not about adapting learning afterwards, but about creating experiences from the very beginning where every child can belong.
Learning through story, rhythm of language, and imagination
One of the most natural ways to support this approach is through multi-sensory experiences, and for me personally, that means combining movement, music, storytelling and sensory exploration.
Imagine inviting children on a journey where the ground feels wobbly and squishy, with strange burping noises all around, only to discover you have all been swallowed by a gigantic whale.
Suddenly, children are not just moving. They are problem-solving, imagining, communicating and collaborating. In these moments, learning truly comes to life.
There is no pressure to “get it right.” This is particularly powerful for children who may struggle with more structured or language-heavy activities, including those with SEND and EAL. The shared context of a story creates understanding before words are needed, while movement and sensory elements provide multiple ways for every child to engage.
The rhythm of language begins before birth
Long before a child speaks their first word, they are immersed in the rhythm of language.
Babies begin to recognise the sound, tone and rhythm of their mother’s voice. They are not learning words yet, but patterns, pauses and the musicality of language itself.
After birth, this rhythm continues through everyday interactions, helping to build the early architecture of communication. Language is something children feel, experience and move with.
As Dan Wuori reminds us: “Optimal brain development is dependent on stable, nurturing relationships with highly engaged adults.”
It is within these relationships that language grows, through connection, rhythm and shared experience.
Creating environments that support the whole child
Holistic learning does not require elaborate resources or complex planning.
It begins with a simple shift:
Not “What activity am I planning?”
But “What experience am I creating?”
Simple changes can make a meaningful difference:
• Open-ended resources
• Music and rhythm
• Space to move freely
• Shared storytelling and role play
• Time to explore without rushing outcomes
Our role as educators is vital. A warm voice, playful interaction and genuine curiosity signal that this is a safe space to explore. When adults join in, children feel invited rather than instructed.
Sometimes, the most powerful thing we can do is step back and give children the space to lead their own learning.
Inclusion at the heart of holistic learning
One of the greatest strengths of this approach is its ability to include every child.
Not all children learn best through sitting, listening or speaking. Some need to move, some need to watch, and some need time before they are ready to join in.
When learning is physical, sensory, and imaginative, barriers begin to fall away. Children can participate at their own pace and feel successful in their own way.
The journey forward - Holistic Learning
In busy early years settings, it is easy to focus on outcomes and planned activities. But when we create spaces where children can move, imagine, connect and explore, we support far more than individual areas of development.
We nurture confident, curious and capable learners.
And most importantly, we create environments where every child feels they belong.
Because when the whole child is engaged, learning does not need to be separated or forced.
It flows naturally, with endless possibilities.
Discover more: About Gina Bale
Other Articles:
The Social Power of Play
Playful STEM: Spark Creativity in Early Years
The importance of not having a narrow view of imagination and authentic learning
What is Creativity in Early Childhood? Definitions & Real-World Examples
