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COPYRIGHTED MATERIAL Introduction  11 children with disabilities fail to form a complete body image due to exclusion from physical activity. Similarly, because they do not necessarily perform the same way other children do, they develop a distorted body image (Gallahue and Cleland Donnelly 2003). Identifying and moving various body parts can “help the child discover how each body part fits into the whole schema of a human body. This enables the child to explore body boundaries and define his/ her body image” (Samuelson 1981, 53). Achieving regular success in movement activities will contribute greatly to the child’s confidence—perhaps offering for the first time an opportunity to feel good about himself or herself. Another unique opportunity derived from the movement program is the chance to be part of a group. As the child’s self-concept becomes more devel- oped, he is better able to relate to others. As the child’s movements and ideas are regularly accepted and valued, he receives greater acceptance from his peers. Becoming part of a group—making contributions, taking turns, follow- ing rules—has the additional benefit of enhancing social skills. Meeting Standards In today’s educational climate, meeting standards is a consideration for all edu- cation professionals, including those in early childhood. Movement experiences in general, and those in Preschoolers & Kindergartners specifically, can address multiple standards outlined by the American Alliance for Health, Physical Edu- cation, Recreation and Dance (AAHPERD) and the National Association for the Education of Young Children (NAEYC). For example, the position of AAHPERD in Active Start: A Statement of Phys- ical Activity Guidelines for Children from Birth to Age 5 is that “all children from birth to age 5 should engage daily in physical activity that promotes movement skillfulness and foundations of health-related fitness” (AAHPERD 2009, iv). For preschoolers specifically, their guidelines include the following: 1. Preschoolers should accumulate at least 60 minutes of structured physical activity each day. 2. Preschoolers should engage in at least 60 minutes—and up to sev- eral hours—of unstructured physical activity each day, and should COPYRIGHTED MATERIAL