Children’s Participatory Rights at Risk? Perspectives from Norway: Policy and Practice in Early Childhood Education and Care

Bae, Berit

doi:10.1007/978-3-030-68241-5_14

Cited by 1 publication

(2 citation statements)

References 9 publications

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“…On this basis, they bring forth a concern for children's lack of opportunities to play and be physically active. There is a concern that the preference for academic achievement in the early years may lead to less (focus on) movement (Bae, 2021;Pedersen & Fusche Moe, 2020). Pedersen and Fusche Moe (2020) identified signs that showed that even though movement and play are being prioritized in the agenda, they are often approached as instruments for improving children's health.…”

Section: Conceptualizing Bodily Movementsmentioning

confidence: 99%

“…Despite the existing research on movement and physical activity, concern about overlooking the embodied dimensions of children's being and becoming is increas ing (Alexander, 2015;Bae, 2021;Ødegaard, 2006;Pedersen & Fusche Moe, 2020). Moreover, phenomenological theories on kinesthesia show a lack of focus on move ment as fundamental for meaning making and navigation in the world, even in the phenomenology of the body (SheetsJohnstone, 2016).…”

Section: Document Analysis and Its Implicationsmentioning

confidence: 99%

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Children’s movement according to the Norwegian framework plan: A document analysis

Grindheim

Schei²,

Ødegaard³

2022

JASED

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In this study, the use of the term movement in the Framework Plan for the Content and Tasks of Kindergartens (hereinafter, the “framework plan”) was investigated. Movement is understood as crucial for the core values in the framework plan, as it creates the base for children’s play, exploration, learning, care, and formative development. Through a document analysis, this enquiry examined whether the use of the term movement in the framework plan supports the steering document’s focus on the intrinsic value of childhood. This enquiry was guided by the research question, “How is the term movement outlined and used in the Framework Plan for the Content and Tasks of Kindergartens?” The analysis consisted of a word search, identifying how often, when, and in relation to what the term was used. Furthermore, this article discusses the implications of the use of the term for the underlying understanding of movement in children’s lives. We postulated that providing a clearer rationale for meeting, celebrating, and working with different approaches to movement in the framework plan could create a more substantial base for didactic designs and further research focusing on movement not only as motor skills but also as exploration, participation, communication, and a kinesthetic way of understanding oneself and one’s surroundings.

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Section: Conceptualizing Bodily Movementsmentioning

confidence: 99%

Section: Document Analysis and Its Implicationsmentioning

confidence: 99%