Health Promotion and Identity Construction in Norwegian Kindergartens – A Qualitative Study on Children with and without Disabilities

Abstract

This article focuses on how children, independent of abilities, create healthy identities and spaces in kindergarten, and is based on a qualitative CGT-study carried out in Norwegian Kindergartens. Data sources include Life-form interviews with 24 children, with and without disabilities. Children placed health in the context of their daily-life experiences. They underlined the importance of aspiring to social well-being and creating healthy spaces through internally driven physical exertion and child-controlled activities. Children described how they relate to the staff’s restrictions and legal requirements as “the staff” versus “we, the children”. They advocate for the staff’s engagement in play and activities.