Tensions and dilemmas in body-pedagogy in kindergarten: Employees' effort to transform a vocational eduaction programme about body and movement into practice

Mia Herskind

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Abstrakt

  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.
OriginalsprogEngelsk
TidsskriftSport, Education and Society
Vol/bind15
Udgave nummer2
Sider (fra-til)187-202
Antal sider16
ISSN1357-3322
StatusUdgivet - 2010
Udgivet eksterntJa

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