Supporting Participation in Group Movement Activities Among Toddlers and Preschoolers:

An Evidence-Informed Best Practice Guideline for Early Childhood Educators

Abstract

Non-participation in group movement activities such as dance, music, and physical play is a common and developmentally typical occurrence in toddler and preschool classrooms. How educators respond to children who withdraw, observe, or resist participation has important implications for children’s developing self-regulation, autonomy, and sense of belonging. This paper synthesizes research from early childhood education, developmental psychology, and physical activity literature, alongside Ontario’s early learning frameworks, to identify best practices for supporting engagement without coercion. The evidence suggests that while children should not be forced to participate, adult responses that unintentionally reinforce non-participation—such as providing exclusive comfort, removal from the group, or highly reinforcing alternatives—may undermine engagement and self-regulation. Best practice involves maintaining proximity to the group, offering autonomy-supportive invitations, and designing environments that encourage re-entry into activity while preserving children’s emotional safety and belonging.

Introduction

Group movement experiences are a central component of early childhood programs, supporting physical development, self-regulation, social connection, and emotional expression (Pate et al., 2013; Bellows et al., 2017). Activities such as dance, music and movement, and large-group physical play are frequently embedded in both classroom routines and enrichment programming. Despite their benefits, educators commonly encounter situations in which toddlers or preschoolers choose not to participate, instead remaining on the periphery or withdrawing entirely.

Within early childhood education, there is longstanding tension between respecting children’s autonomy and ensuring meaningful engagement in shared learning experiences. Ontario’s early learning frameworks emphasize child-centred, responsive practice while also highlighting the educator’s role in creating environments that support participation, belonging, and well-being (Ontario Ministry of Education, 2007, 2014).

However, guidance is often less explicit regarding how educators should respond in moments when children actively decline participation in group activities. This paper addresses that gap by synthesizing existing research to articulate evidence-informed best practices for educator responses to non-participation in toddler and preschool movement activities.

Developmental Perspectives on Non-Participation

Periods of non-participation are developmentally normative in early childhood. Young children frequently move between active engagement, observation, and withdrawal, particularly in stimulating or physically demanding contexts (Parten, 1932; Pate et al., 2013). From a developmental perspective, observing an activity without direct participation can represent a legitimate form of engagement and learning, especially for toddlers who are still developing regulatory capacities and confidence in group settings.

Vygotskian theory emphasizes that learning occurs through social participation that is scaffolded by more knowledgeable others (Vygotsky, 1978). Importantly, this scaffolding does not require constant direct instruction or physical guidance. Instead, proximity to peers, exposure to shared activity, and opportunities for voluntary re-entry are critical mechanisms through which children gradually internalize skills and motivation.

Research on self-regulation further supports the idea that children benefit from experiencing manageable challenges rather than having difficulty removed entirely (Montroy et al., 2016; Howard et al., 2020). When children are allowed space to regulate themselves while remaining within a supportive environment, they are more likely to develop adaptive strategies for engagement over time.

Adult Responses and the Role of the Environment

While non-participation itself is developmentally expected, research consistently shows that adult responses play a decisive role in whether children eventually re-engage or remain withdrawn (Farmer et al., 2016; Imms et al., 2017). Educators shape children’s participation not only through direct instruction, but also through the emotional, social, and physical environment they create.

Studies examining participation in early childhood settings highlight that environmental factors—including adult attention, physical proximity, and access to alternative activities—can either support or inhibit engagement (Gubbels et al., 2011; Imms et al., 2017). When non-participation is accompanied by highly reinforcing alternatives, such as exclusive adult attention, being held, or access to special seating, children may logically prefer these options over the effortful demands of group activity. This dynamic does not reflect manipulation on the part of the child, but rather typical learning processes in which behavior is shaped by reinforcement.

From a self-determination perspective, optimal motivation emerges when autonomy is supported within meaningful boundaries (Deci & Ryan, 2000). Autonomy-supportive practice differs from permissive practice in that adults continue to hold expectations for engagement while allowing children choice in how and when they participate. In contrast, environments that remove expectations altogether may inadvertently undermine intrinsic motivation and self-regulatory development.

Belonging, Proximity, and Participation

Ontario’s early learning frameworks place strong emphasis on belonging as a foundational condition for learning (Ontario Ministry of Education, 2007, 2014). Belonging is not contingent upon constant active participation, but it is closely linked to children’s inclusion in shared experiences and group identity. Research on participation emphasizes that remaining physically and socially connected to group activity—even at a peripheral level—supports children’s sense of membership and increases the likelihood of future engagement (Imms et al., 2017).

Removing a child from the activity space, positioning them apart from peers, or engaging them in parallel one-on-one interactions may unintentionally signal exclusion from the group experience. In contrast, maintaining proximity—such as standing near the group, watching peers, or engaging in minimal movement—allows children to remain connected while regulating their readiness to participate.

Movement, Engagement, and Cyclical Participation

Engagement in physical activity during early childhood is often cyclical rather than continuous. Observational studies of preschool physical activity show that children naturally fluctuate between high-energy participation, partial engagement, and rest or observation (Pate et al., 2013). These fluctuations are especially evident in structured movement activities that require coordination, attention, or social confidence.

Research on rhythm and movement programs demonstrates that repeated exposure to structured movement supports self-regulation and participation over time, particularly when educators model enthusiasm and maintain consistent routines (Bellows et al., 2017; Howard et al., 2020). Importantly, children’s engagement tends to increase when adults reduce intrusive support and allow space for self-initiated re-entry into activity.

Implications for Educator Practice

Taken together, the literature suggests that best practice lies in a balanced approach that avoids both coercion and inadvertent reinforcement of non-participation. Children should not be forced to participate in group movement activities, as coercion can undermine autonomy and emotional safety (Copple & Bredekamp, 2009). At the same time, providing highly appealing alternatives to participation—such as being held, receiving exclusive attention, or occupying special spaces—may discourage re-engagement and limit opportunities for developing self-regulation.

Instead, educators are encouraged to remain emotionally available while minimizing physical removal or over-support. Verbal invitations, modeling, and predictable routines support children’s sense of safety and competence, while proximity to peers maintains belonging and exposure to the activity. When children experience distress or dysregulation, brief regulatory support may be appropriate, but the goal should remain reintegration into the group environment rather than prolonged exemption.

Conclusion

The evidence from early childhood research, physical activity studies, and developmental theory converges on a clear conclusion: non-participation in group movement activities is developmentally typical, but adult responses significantly influence children’s long-term engagement and self-regulation. Best practice involves respecting children’s autonomy while intentionally designing environments that support participation, belonging, and self-initiated re-entry into activity. This approach aligns closely with Ontario’s early learning frameworks and provides a research-informed foundation for consistent, reflective practice in both classroom-based and enrichment programming.

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