挪威幼儿园中的健康促进与身份建构——一项关于残疾儿童与非残疾儿童的定性研究
Health Promotion and Identity Construction in Norwegian Kindergartens - A Qualitative Study on Children with and without Disabilities.
作者信息
Åmot Ingvild, Ytterhus Borgunn
机构信息
Queen Maud University College, Trondheim, Norway.
Norwegian University of Science & Technology, Department of Public Health and Nursing, Trondheim, Norway.
出版信息
Early Child Educ J. 2022 Oct 10:1-11. doi: 10.1007/s10643-022-01382-7.
UNLABELLED
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-forminterviews with 24 children, with and without disabilities. Children placed health in the context of their daily-lifeexperiences. They underlined the importance of aspiring to social well-being and creating healthy spaces throughinternally driven physical exertion and child-controlled activities. Children described how they relate to the staff?srestrictions and legal requirements as "the staff" versus "we, the children?. They advocate for the staff?sengagement in play and activities.
SUPPLEMENTARY INFORMATION
The online version contains supplementary material available at 10.1007/s10643-022-01382-7.
未标注
本文关注儿童如何在幼儿园中，无论能力如何，创造健康的身份认同和空间，其基于在挪威幼儿园开展的一项定性儿童游戏治疗研究。数据来源包括对24名有或无残疾儿童的生命形式访谈。孩子们将健康置于日常生活经历的背景中。他们强调了通过内在驱动的体育活动和儿童自主控制的活动追求社会福祉并创造健康空间的重要性。孩子们描述了他们如何将与工作人员的限制和法律要求的关系表述为“工作人员”与“我们，孩子们”。他们主张工作人员参与游戏和活动。
补充信息
在线版本包含可在10.1007/s10643-022-01382-7获取的补充材料。
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