<abstract xmlns="http://www.w3.org/1999/xhtml"><p>In the field of early childhood research children’s mobility is usually discussed only in terms of physical activity in the preschool yard. More seldom is it discussed in terms of mobility practices and how young children move in public spaces. With unique detailed video-ethnographic data on mobile preschools and a new combination of theories on space, mobilities and peer culture this article analyses how young children negotiate mobility practices and engage in embodied learning in the collective preschool routine of walking in line. Two empirical examples of walking in line in contrasting public spaces show how the mobile preschool group moves in space as a collective body co-produced by children’s and teachers’ individual bodies. It is argued that walks in line are not merely a form of ‘transport’ between places but are important as social and learning spaces. While walking in line, children collectively ‘do’ space in diverse ways depending on where and how they move, and in relation to where and when teachers negotiate safety issues. In this process, the spaces, activities and routines alike are transformed.</p></abstract>

In the field of early childhood research children’s mobility is usually discussed only in terms of physical activity in the preschool yard. More seldom is it discussed in terms of mobility practices and how young children move in public spaces. With unique detailed video-ethnographic data on mobile preschools and a new combination of theories on space, mobilities and peer culture this article analyses how young children negotiate mobility practices and engage in embodied learning in the collective preschool routine of walking in line. Two empirical examples of walking in line in contrasting public spaces show how the mobile preschool group moves in space as a collective body co-produced by children’s and teachers’ individual bodies. It is argued that walks in line are not merely a form of ‘transport’ between places but are important as social and learning spaces. While walking in line, children collectively ‘do’ space in diverse ways depending on where and how they move, and in relation to where and when teachers negotiate safety issues. In this process, the spaces, activities and routines alike are transformed.

‘Yay, a downhill!’: Mobile preschool children’s collective mobility practices and ‘doing’ space in walks in line

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

In the field of early childhood research children’s mobility is usually discussed only in terms of physical activity in the preschool yard. More seldom is it...

‘Yay, a downhill!’: Mobile preschool children’s collective mobility practices and ‘doing’ space in walks in line

Online veröffentlicht: 31. Juli 2018

Seitenbereich: 87 - 107

DOI: https://doi.org/10.2478/jped-2018-0005

Schlüsselwörter
mobile preschool routines, young children’s mobility practices, collective action in peer culture, doing space, embodied learning

© 2018 Danielle Ekman Ladru et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

‘Yay, a downhill!’: Mobile preschool children’s collective mobility practices and ‘doing’ space in walks in line

Online veröffentlicht: 31. Juli 2018

Seitenbereich: 87 - 107

DOI: https://doi.org/10.2478/jped-2018-0005

Schlüsselwörtermobile preschool routines, young children’s mobility practices, collective action in peer culture, doing space, embodied learning

© 2018 Danielle Ekman Ladru et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
mobile preschool routines, young children’s mobility practices, collective action in peer culture, doing space, embodied learning