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

Ann-Christin Sollerhed,Jan-Eric Ekberg,Robert Larsen,Karsten Froberg,Ingunn Fjørtoft,Rúnar Vilhjálmsson,Gudrún Kristjánsdóttir,Anne Soini,Line Grønholt Olesen,Arja Sääkslahti

doi:10.3390/ijerph182413226

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.

Highlights

Children develop rapidly during early childhood, especially in the domain of movement and physical activity (MoPA)
The results are presented under the three headings: “MoPA-related terms in early childhood education and care (ECEC) law and curricula”, “Content related to MoPA in ECEC curriculum” and “MoPA as a goal or means in ECEC curriculum”
Seven different MoPA-related terms were identified in the documents: bod*, coord*, íþrótt/liikunta*, motor*, move*, physic* activ* (e.g., Physic* activ* (PA)) and physic* educ* (Table 1)

Summary

Introduction

Children develop rapidly during early childhood, especially in the domain of movement and physical activity (MoPA). Motor development refers to physical growth and a child’s increasing ability to independently direct their MoPA and explore their environment [1], which is important for the development of other essential non-motor competencies including cognitive, communication and language, social and emotional skills [2]. MoPA impacts children’s overall development and their ability to interact through play [3]. Childhood development lays the foundation for a lifetime of mental and physical health as well as for future academic achievement and overall well-being [4]. Children who do not participate regularly in motor skill-enriched activities may never reach their genetic potential for motor skill control, which underlies sustainable physical fitness later in life [5].

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Results

Conclusion