Background: Physical activity is considered to be important for the wellbeing and development of children. During childhood lifestyle behaviours and habits are formatted. Eighty-six percent of all children in Sweden, aged 1-5 years, attend preschool. Therefore, preschool teachers have an important task in promoting children´s physical activity and health. The Swedish national curriculum for preschool education, with its holistic approach, addresses physical activity as an opportunity for children to develop motor skills by being able to participate in physical activities within natural environment. The curriculum also highlights the importance of creating opportunities for children to experience the joy of movement and thereby develop an interest of being physically active. The aim of the forthcoming study is to contribute knowledge on preschool teacher’s pedagogical strategies when enhancing preschool children´s physical activity and the joy of movement.

Method: This forthcoming study will take a qualitative design with three different methods; semi-structured interviews, observations, and video-stimulated recall interview (SRI). Semi-structured interviews will take place with preschool teachers to collect data on preschool teachers’ attitudes to curriculum goals and guidelines within physical activity. In order to contribute knowledge on preschool teachers’ pedagogical strategies video observations will be used. These video observations will also be used in video-stimulated recall interviews with preschool teachers. Data from the three data collections will be coded and thematically analysed. Hendry and Kloep (2002) theoretical framework ‘Lifespan Development – Resources, Challenges and Risks’ will be used to explain preschool teachers’ strategies to enhance the joy of movement in children´s movement.

Physical activity is important for children´s well-being. By using a triangulating multimethod, physical activity as well as preschool teachers’ enhancing of the joy of movement within the Swedish preschool will be highlighted and analysed. The study will contribute knowledge in preschool teachers’ pedagogical strategies evolving physical activities and form the basis of further research.

References

Hendry, L.B. & Kloep, M. (2002). Lifespan development: resources, challenges and risks. London: Thomson Learning.