Movement and physical activity, perceived as messy moments, or important learning situations in the preschool day? A study among educators in early childhood and care (ECEC)

Ann-Christin Sollerhed, Jan-Eric Ekberg

Forskningsoutput: KonferensbidragPosterPeer review

Sammanfattning

Most children in Sweden, aged 1-6 years, are enrolled in early childhood education and care (ECEC), and high expectations are placed on ECEC to deliver adequate education, including movement and physical activity (MoPA) to support children’s development. The aim of the study was to examine educators’ perceptions of teaching MoPA in ECEC. Focus group interviews with 88 educators in five preschools were performed. The findings revealed that the educators perceived MoPA as important for children’s development. Yet, MoPA was perceived as difficult to teach. They perceived MoPA as messy moments and relied on children’s free play to provide adequate PA. Planned teaching occurred sparsely, often because of low competence to teach MoPA. The study highlighted the need for ECEC educators’ increased competence to teach MoPA. Therefore, the status and scope of education of MoPA in early childhood teacher education (ECTE) needs to be focused and improved.

OriginalspråkEngelska
StatusPublicerad - 2022

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