This study describes and analyzes the place that body, movement and physical education occupy in the curriculum prescriptions for Early Childhood Education in the city ofVitória, focusing their interfaces with the discussions that take place in the academic level of the debate. Methodologically, it carries out a documentary research and has as source the documents: A Educação Infantil do Município deVitória:um outro olhar (2006) e Diretrizes Curriculares Educação Infantil deVitória/ES (2020).The results found allow us to state that the perspectives of working with the children’s body and movement in the analyzed documents represent an advance in the debate on the role of Physical Education in Early Childhood Education. Considering that, in addition to recognizing body language as one of the essential languages for working with children, and aligning the current conceptions of childhood and early childhood education, they constitute proposals elaborated in co-authorship with the teachers of the Child education.