This paper concerns a research-based evaluation of Danish kindergarten employees and their experiences of an educational project ‘Moving Children' and the learning processes that followed in kindergarten in which they aimed to develop a body-pedagogy in order to increase the physical activity in children's daily life. The study emphasizes how tensions and dilemmas arise in the employees' effort to change the existing body-pedagogy, that in a Danish kindergarten tradition relate to children's self-organised play. Using the notion of social learning theory (Wenger, 1998) and based on a phenomenological frame of reference (Merleau-Ponty 1964; Zahavi, 2003; van Manen, 1998; Moustakas, 1994; Spinelli, 2005) the study underlines the significance of bringing in the bodily narratives in investigations of body-pedagogy.
|Tidsskrift||Sport, Education and Society|
|Status||Udgivet - 2010|