Faculty of Teacher Education, Kristianstad University, 291 39 Kristianstad, Sweden.
Centre of Research in Childhood Health, Research Unit for Exercise Epidemiology, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, 5230 Odense, Denmark.
Int J Environ Res Public Health. 2021 Dec 15;18(24):13226. doi: 10.3390/ijerph182413226.
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.
本研究旨在通过对丹麦、芬兰、冰岛、挪威和瑞典的幼儿教育和保育（ECEC）政府政策文件（如法律和课程）来考察运动和身体活动（MoPA）的价值。这是一项描述性比较研究，基于课程理论，使用字数统计和内容分析来确定北欧国家 ECEC 政策中 MoPA 的相似点和不同点。在北欧政策文件中确定了七个与 MoPA 相关的术语。这些术语出现在不同的内容背景中：发展、环境、表达、健康和幸福、学习和游戏，尽管数量很少。MoPA 被视为自身的目标和实现其他目标的手段（例如，另一个领域的学习或发展）。丹麦和芬兰的课程中专门针对 MoPA 作为目标的表述，在一定程度上也存在于挪威课程中，而冰岛和瑞典的课程则主要将 MoPA 作为一种手段提及。研究结果表明，MoPA 对儿童的发展、健康和幸福至关重要，但在北欧国家制定的 ECEC 政策和向教育工作者和利益相关者提供的指导中，它的优先级较低，而且表述不明确。
