Contributions of Motor Play to the Development of Executive Functions in Early Childhood: A Systematic Review

Abstract: Introduction: Integral development in early childhood is essential for establishing the foundations of future learning. Within this context, motor play emerges as a key tool to enhance various skills in children aged 3 to 6 years. Aim: This systematic review, conducted according to the PRISMA protocol, aims to identify the contributions of motor play to the development of executive functions (EF) in this population. Methods: A total of 22 recent studies were analyzed, selected through a comprehensive search in high-impact academic databases: Web of Science, Scopus, ERIC, and Dialnet. Most of the studies follow a quantitative approach (64%), were carried out in formal educational settings (86%), and had an average duration of 11 weeks, with sessions lasting 35 minutes and occurring two to three times per week. Results & discussion: The results indicate that motor play significantly contributes to improvements in inhibitory control and working memory in young children; however, cognitive flexibility remains less explored. Despite its recognized pedagogical value, motor play does not always occupy a central place in educational strategies. Conclusions: This analysis highlights the need to integrate motor play as an essential strategy for cognitive, physical, and socio-emotional development in preschool education. It is recommended to expand research to informal settings, strengthen its implementation in the curriculum, and clarify distinctions between physical activity, motor skills, and motor play, in order to enrich future pedagogical approaches that use play as a means of learning.