Movement/ing Provocations in Early Childhood Education

Nicole Land, Ildikó Danis


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. 


movement; pedagogy; physical activity; physical literacy; early childhood education

Full Text:




  • There are currently no refbacks.

Copyright (c) 2016 Nicole Land, Ildikó Danis

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© Canadian Association for Young Children
Hosted by the University of Victoria

Journal of Childhood Studies is supported by the Canadian Social Sciences and Humanities Research Council