New research project aims to strengthen children’s joy of movement

When children crawl, run, play tag, and climb trees, it not only strengthens their physical fitness and motor skills. Physically active play is also of great importance for their mental and social well-being and development.

However, there are large differences in how much children move. According to a Danish study from 2016, 22% of five-year-olds actually engage in less than 60 minutes of physical activity per day.

In the research project Moving Kindergartens, researchers an staff in Danish kindergartens will generate knowledge about how early childhood educators can best support the participation of all children in physically active play and help them develop a joy of movement.

“How much children move varies markedly from one daycare institution to another. That’s why, together with early childhood educators, we need to look at how we can create a culture and concrete initiatives that promote all children’s desire to move — initiatives that professionals can make work across different institutions,” says program director Anna Bugge from the Centre for Better Childhoods.

How do we get everyone involved?

Studies show that boys are more physically active than girls, and that children in some institutions move significantly less than in others.

The project aims to develop solutions to these challenges, explains PhD student Mathilde Sederberg from University College Copenhagen, who has taught body and movement in the pedagogue education for many years.

“The vast majority of children are physically active if the environment invites it. And we know that opportunities for free play lead many children to engage in physical play—but not all. So how can early childhood educators get the rest involved? And how can the settings be optimized? That’s what we’re going to explore,” says Mathilde Sederberg, continuing:

“It can involve both how free play is promoted for everyone, and which educator-initiated activities encourage children to want to move together.”

She adds that the knowledge generated by the project can form a strong foundation for professionals’ judgment.

“Physical play has an inherent quality. And with a stronger knowledge base, professionals can better assess when and how they can ensure that more children have the opportunity to participate in physical play together with their peers,” she says.

Practitioners involved from the very beginning

Research and development consultant Lise Sohl Jeppesen is responsible for the project’s first phase together with Mathilde Sederberg.

She specializes in developing interventions and has been part of the research project Active School, which — through collaboration with teachers, school leaders, and students — developed two initiatives to increase physical activity among primary school students.

“In this project, we will similarly work closely with early childhood educators, management, and experts within pedagogy and movement,” she explains.

The first phase is already underway and includes qualitative interviews and workshops with staff from a number of kindergartens.

“Practitioners are involved from the first whistle, as we identify the barriers and opportunities for ensuring that all children can move and express themselves freely. They know what everyday life in kindergarten looks like, and they are involved in developing, testing, and implementing the interventions,” says Lise Sohl Jeppesen.

The research project will run until 2030 and is the first research project at the Center for Better Childhoods.

The project is part of the research program Movement, Senses, and Play, led by PhD and Docent Anna Bugge.

It is carried out in collaboration with the Department of Sports Science and Clinical Biomechanics at the University of Southern Denmark.

The daily project manager is Elisabeth Ann Bandak.