Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries

Ann-Christin Sollerhed, Line Grønholt Olesen, Karsten Froberg, Anne Soini, Arja Sääkslahti, Gudrún Kristjánsdóttir, Rúnar Vilhjálmsson, Ingunn Fjørtoft, Robert Larsen and Jan-Eric Ekberg
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Ann-Christin Sollerhed: Faculty of Teacher Education, Kristianstad University, 291 39 Kristianstad, Sweden
Line Grønholt Olesen: Centre of Research in Childhood Health, Research Unit for Exercise Epidemiology, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, 5230 Odense, Denmark
Karsten Froberg: Centre of Research in Childhood Health, Research Unit for Exercise Epidemiology, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, 5230 Odense, Denmark
Anne Soini: Department of Education, University of Jyväskylä, 40014 Jyväskylän, Finland
Arja Sääkslahti: Faculty of Sport and Health Sciences, University of Jyväskylä, 40014 Jyväskylän, Finland
Gudrún Kristjánsdóttir: Faculty of Nursing, University of Iceland, 101 Reykjavik, Iceland
Rúnar Vilhjálmsson: Faculty of Nursing, University of Iceland, 101 Reykjavik, Iceland
Ingunn Fjørtoft: Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, 3672 Notodden, Norway
Robert Larsen: Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, 3672 Notodden, Norway
Jan-Eric Ekberg: Department of Sport Sciences, Malmö University, 211 19 Malmö, Sweden

IJERPH, 2021, vol. 18, issue 24, 1-20

Abstract: The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit.

Keywords: curriculum; education; movement; physical activity; preschool; early childhood education and care; children; Nordic (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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