Riley Kathryn, Froehlich Chow Amanda, Wahpepah Kathleen, Houser Natalie, Brussoni Mariana, Stevenson Erica, Erlandson Marta C, Humbert M Louise
School of Public Health, University of Saskatchewan, Saskatoon, SK S7N 2Z4, Canada.
Saskatoon Public Schools, Saskatoon, SK S7K 1M7, Canada.
Children (Basel). 2023 Mar 2;10(3):497. doi: 10.3390/children10030497.
Physical literacy (PL) is gaining more attention from educational policy-makers, practitioners, and researchers as a way to improve health and wellness outcomes for children and youth. While the development of PL is important for early years children, there is limited attention in the literature that explores the political, cultural, and social discourses imbued in colonialism that implicate how PL is actualized in Indigenous early childhood education (ECE) contexts. This case assemblage explores how the culturally rooted, interdisciplinary, and community-based PL initiative, Nature's Way-Our Way (NWOW), negotiated movement with three early childhood educators in the pilot project with an early childhood education centre (ECEC) in Saskatchewan, Canada. Through postqualitative approaches to research, this case assemblage adopts new materialist methodologies to show how the natural order of knowing in movement was disrupted through moments of rupture generating stories of PL to encompass radical relationality with land. As land becomes a vital and lively part of PL storying, it can function as an important protective factor for Indigenous preschool-aged children's wholistic wellness.
身体素养（Physical literacy，简称PL）正日益受到教育政策制定者、从业者和研究人员的关注，被视为改善儿童和青少年健康状况的一种方式。虽然身体素养的发展对幼儿很重要，但文献中对殖民主义所蕴含的政治、文化和社会话语关注有限，而这些话语涉及身体素养在原住民幼儿教育（ECE）背景下是如何实现的。本案例集探讨了扎根于文化、跨学科且基于社区的身体素养倡议“自然之路——我们的路”（Nature's Way-Our Way，简称NWOW），如何与加拿大萨斯喀彻温省一个幼儿教育中心（ECEC）试点项目中的三位幼儿教育工作者协商开展运动。通过后质性研究方法，本案例集采用新唯物主义方法，展示了运动中的自然认知秩序是如何通过断裂时刻被打破的，从而产生了身体素养的故事，以涵盖与土地的激进关系。随着土地成为身体素养故事的重要且充满活力的一部分，它可以作为原住民学龄前儿童整体健康的重要保护因素。
