The objective was to discuss the pedagogical practices related to the body and movement in early childhood education, and its quality in this context. This is a qualitative and ethnographic study, and the theoretical and methodological framework used in the data analysis is the network of meanings. The data indicate that teachers recognize the importance of movement and seek to develop it in their practices. However, they see it as curriculum content to be developed in a pre-defined time and space, devoid of totality. There is therefore a need for training, to ensure resources for teachers to build everyday practices of quality, based on a critical look at the child and its bodily movement.