Movement/ing Provocations in Early Childhood Education

Abstract

Drawing on an inquiry-based project focused on experimenting with movement in Canadian early childhood education, this article imagines how educators might think (with) movement pedagogically. The authors detail our practices of pedagogical inquiry, confront contemporary movement-related policies and pedagogies in Euro-Western Canadian early childhood education, and discuss three encounters with movement: (1) creating conditions with movement(s); (2) movement does...; and (3) attending to uncommon movements. We conclude by gesturing toward the uncertain, contingent, and generative potentialities of thinking with movement in early childhood education.