Abstract: The precise definition of a curriculum’s nomenclature is critical for clarifying its nature, establishing objectives, and selecting appropriate content, serving as a foundational pillar for its healthy development. Through a historical examination of the nomenclature of “physical education” in Chinese kindergartens since modern times, this study reveals that the naming of such curricula has not remained consistent. It has undergone three primary stages: an unnamed curriculum initially attached to games, a nationally unified curriculum explicitly titled “physical education”, and a diversified nomenclature under the broader domain of health education. The research further identifies that the lack of consensus on terminology, both in academic discourse and educational practice, continues to hinder the in-depth development of kindergarten “physical education” curricula. Building on this analysis, the study examines common historical and practical designations for “physical education” in Chinese kindergartens, such as “games”, “physical education”, “physical fitness”, and “outdoor activities”. It then proposes two conceptual frameworks: unifying the nomenclature as “Physical Education and Health” (paralleling primary and secondary school curricula) or adopting “Physical Activity” as an alternative term. These proposals aim to inspire deeper reflection and discussion among scholars and educators, fostering innovation and advancement in kindergarten physical education.