Taking up the Practice of Study: A Critical Move in the Break of Early Childhood Movement Pedagogies

ABSTRACT

This article focuses on the speculative practice of “study” in relation to movement pedagogies in early childhood physical education. Bringing the concept in conversation with movement pedagogies, we work to unsettle universalized approaches to early childhood physical education. We orient toward movement pedagogies that refuse the structures of perceptibility that currently formulate movement in childhood places. We speculate how doing movement pedagogies as a study with/in place opens possibilities for moving together. We conclude by offering five propositions for future early childhood pedagogies that centre movement as a practice of study.

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No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Nikki Rotas

Nikki Rotas is an assistant professor in the Department of Interdisciplinary and Inclusive Education at Rowan University. Her research intersects environmental science, technology, and artsbasededucation in early childhood studies. As an interdisciplinary scholar, she draws on theories of movement and affect in relation to educational research in urban settings. Nikki is also interested in post-qualitative methodologies and the pedagogical use of wearable technologies in schools and communities.

Nicole Land

Nicole Land is an assistant professor in the School of Early Childhood Studies at Ryerson University. In her research, Nicole collaborates with early childhood educators to explore complexities and questions of moving with young children.