Sollerhed Ann-Christin
Faculty of Teacher Education, Kristianstad University, Kristianstad, Sweden.
Front Sports Act Living. 2023 Jan 16;4:1050311. doi: 10.3389/fspor.2022.1050311. eCollection 2022.
Movement and physical activity (MoPA) are critical to children's health and development. Many children aged 1-5 years are enrolled in Early Childhood Education and Care (ECEC) in Sweden, and high expectations are placed on educators to deliver education of sufficient quality to support children's development. The aim of the 18-month-long action-based study was to investigate how 88 ECEC educators in five preschools perceived and experienced the priority and teaching of MoPA. The educators planned and implemented MoPA sessions among children. They filmed sequences from the sessions, which were shown in the focus groups and were the starting point for the collegial discussions. Content analysis of the focus group discussions revealed three themes: Teaching aspects; Educational aspects; Structural aspects, with associated subthemes. During the project with the trial-and-error MoPA teaching, the educators detected insufficient PCK to teach MoPA and that teaching was often replaced with free play. Increased metacognition made the educators aware of children's different MoPA levels and that free play did not always increase all children's skills. The perceived insufficient pedagogical content knowledge to teach MoPA was perceived as a troublesome barrier for promoting MoPA. During the project, the educators' metacognition about MoPA increased, which made the educators aware of children's different MoPA levels and that free play did not always increase all children's skills. Despite of increased metacognition, most of the educators were not ready to leave their comfort zones and were not open to extra work or effort when it came to MoPA. However, the educators demonstrated the need for improved education in MoPA in early childhood teacher education, as well as the need for continuous education for working educators in ECEC to enhance the pedagogic content knowledge for adequate teaching in MoPA, which is important for children's present development and future health.
运动和身体活动对儿童的健康和发展至关重要。瑞典许多1至5岁的儿童都参加了幼儿教育与保育（ECEC），人们对教育工作者寄予厚望，期望他们提供高质量的教育以支持儿童的发展。这项为期18个月的基于行动的研究旨在调查五所幼儿园的88名幼儿教育与保育教育工作者如何看待和体验运动和身体活动的优先级及教学。教育工作者们为孩子们规划并开展了运动和身体活动课程。他们拍摄了课程中的片段，这些片段在焦点小组中播放，并成为同行讨论的起点。对焦点小组讨论的内容分析揭示了三个主题：教学方面；教育方面；结构方面，以及相关的子主题。在进行运动和身体活动教学的反复试验项目过程中，教育工作者们发现用于教授运动和身体活动的学科教学知识不足，而且教学常常被自由玩耍所取代。元认知的增强使教育工作者们意识到孩子们不同的运动和身体活动水平，并且自由玩耍并不总能提高所有孩子的技能。教授运动和身体活动时所感知到的教学内容知识不足被视为促进运动和身体活动的一个棘手障碍。在项目过程中，教育工作者们对运动和身体活动的元认知有所增强，这使他们意识到孩子们不同的运动和身体活动水平，并且自由玩耍并不总能提高所有孩子的技能。尽管元认知有所增强，但大多数教育工作者并不准备走出自己的舒适区，在运动和身体活动方面也不乐于承担额外的工作或付出额外的努力。然而，教育工作者们表明，幼儿教师教育中需要改进运动和身体活动方面的教育，并且在职幼儿教育与保育教育工作者需要持续接受教育，以增强教授运动和身体活动所需的教学内容知识，这对儿童目前的发展和未来的健康非常重要。
