Abstract
This paper concerns a research-based evaluation of Danish kindergarten employees and their experiences of an educational project ‘Moving Children’ and the learning processes that followed in kindergarten in which they aimed to develop a body-pedagogy in order to increase the physical activity in children's daily life. The study emphasises how tensions and dilemmas arise in the employees' effort to change the existing body-pedagogy that in a Danish kindergarten tradition relate to children's self-organised play. Using the notion of social learning theory and based on a phenomenological frame of reference the study underlines the significance of bringing in the bodily narratives in investigations of body-pedagogy.
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