Viewing Children’s Movement Through an Ecological Lens: Using the Interaction of Constraints to Design Positive Movement Experiences

Gagen, Linda; Getchell, Nancy

doi:10.1007/978-3-319-76006-3_4

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…If the matter is not clearly expressed as a goal it will hardly be interpreted and legitimized as important knowledge and practice [27]. The importance of knowledge in MoPA is often overlooked and interpreted as a natural part of development that the children undergo without the need for a specific focus on learning [58]. The conceptualization of MoPA as a natural part of development seems to dominate in all Nordic countries.…”

Section: Similarities and Differences In Laws And Curriculamentioning

confidence: 99%

“…The foundations of FMS are laid in early childhood [8] and should, therefore, be emphasized in the curriculum for ECEC. The importance of movement is often overlooked because it is a natural part of human life [58]. Though it is crucial for the child's general development [4,64,65], it is differentially emphasized and specified in the policy documents for ECEC in Nordic countries.…”

Section: Similarities and Differences In Laws And Curriculamentioning

confidence: 99%

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Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

Sollerhed

Olesen

Fröberg

et al. 2021

IJERPH

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The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit.

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Section: Similarities and Differences In Laws And Curriculamentioning

confidence: 99%

Section: Similarities and Differences In Laws And Curriculamentioning

confidence: 99%

Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

Sollerhed

Olesen

Fröberg

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

Early Childhood Teachers’ Perceptions of Physical Activity: A Scoping Review

Saamong,

Deogracias,

Saltmarsh

et al. 2023

Early Childhood Educ J

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Didaktik informed teaching arrangements in preschool with a focus on movement

Ekberg

Roth²

2022

educare

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Most children attend preschools in Sweden, and preschool is thus an important arena for children’s development and growth as well as for the development of and through movement. However, little is known about the teaching of movement in Swedish preschools. This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content, and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden. The theoretical approach is “didaktik”, and “why”, “what”, and “how” questions are used as analytical tools. A variety of content can be seen, such as fundamental movement skills, different aspects of movement and, in a few teaching arrangements, physical activity. The teaching is often led by the teacher, though the children are sometimes co-leaders. The results also indicate a focus on inherent values but also on investment and added values. The study highlights the importance of preschool teachers’ attention to the prospective object and purpose of teaching movement, but also of teachers’ competence and the need for conscious strategies for teaching movement. Through well-grounded didaktik choices, children can be offered good opportunities to experience and explore movement.

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Viewing Children’s Movement Through an Ecological Lens: Using the Interaction of Constraints to Design Positive Movement Experiences

Cited by 3 publications

References 17 publications

Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

Early Childhood Teachers’ Perceptions of Physical Activity: A Scoping Review

Didaktik informed teaching arrangements in preschool with a focus on movement

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