Moving Possibilities in Early Childhood Education

Collaborating with early childhood educators and children, Veronica-Pacini Ketchabaw, Narda Nelson, and Nicole Land conducted an inquiry focused on the possibilities for moving bodies in early childhood education. Beginning from the proposition that movement is productive, relational, and contingent (Manning, 2014), we worked to create conditions that required us to purposefully and specifically engage movement as a pedagogical force. In response to contemporary Canadian understandings of movement, which tend to frame movement as outcome oriented, skills-based, and tied to normative healthy development, we worked to consider how we might be in differential, complex, and transitive relationships with moving bodies. We attended to entanglements of movement and pedagogy, experimenting with novel possibilities for moving-pedagogies in early childhood education while considering how movement might be a politicized engagement with our common worlds.

 

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