Children’s movement according to the Norwegian framework plan: A document analysis

The study focuses on how the word ‘movement’ is used in the Norwegian ‘Framework Plan for the Content and Tasks of Kindergartens’, and how the framework plan highlights the intrinsic value of childhood.  Movement is considered important in the framework plan because it forms the basis for children’s play, exploration, learning, care and development. The consequences of the use of terminology are also discussed. The research question is: How is the term ‘movement’ outlined and used in the Framework Plan for the Content and Tasks of Kindergartens?

The study found that the term ‘movement’ and related key terms are used 27 times in the English and Norwegian versions of the framework plan. The plan emphasises the physical environment for movement, development of motor skills and sensory experiences, as well as the importance of risky play and the joy of movement in kindergarten. However, it is unclear how movement is understood through risky play, joy, motor skills and sensory experiences, and what type of movement is valued and why. Therefore, the study suggests that a framework plan that clearly defines and elaborates on the importance of different types of movement will be able to promote more effective didactic designs and further research on movement.

The researchers conducted a document analysis of the steering document ‘Framework Plan for the Content and Tasks of Kindergartens’. A word search of the word ‘movement’ and related key terms was carried out. The focus was on how often, when and in what context the term was used.

Grindheim, M., Schei, T. B., & Ødegaard, E. E. (2022). Children’s movement according to the Norwegian framework plan: A document analysis. Journal for Research in Arts and Sports Education, 6(4), 5–22.