'How Do You Feel? What Is Your Heart Doing?' … 'It's Jumping': The Body and Health in Early Years Education

Autor/in	Stirrup, Julie
Titel	'How Do You Feel? What Is Your Heart Doing?' … 'It's Jumping': The Body and Health in Early Years Education
Quelle	In: Sport, Education and Society, 23 (2018) 6, S.547-562 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1259613
Schlagwörter	Exercise Physiology; Physical Health; Social Influences; Cultural Influences; Early Childhood Education; Health Promotion; Young Children; Foreign Countries; Educational Practices; Play; Ethnography; Teacher Role; Information Dissemination; Teaching Methods; Food; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sportphysiologie; Gesundheitszustand; Sozialer Einfluss; Cultural influence; Kultureinfluss; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Frühe Kindheit; Ausland; Bildungspraxis; Spiel; Ethnografie; Lehrerrolle; Informationsverbreitung; Teaching method; Lehrmethode; Unterrichtsmethode; Lebensmittel
Abstract	Policy agendas for early childhood education in the UK as in many countries elsewhere are driven by expectations that play will impact positively on a child's educational attainment, health and well-being. This paper focuses on health knowledge, social class and cultural reproduction within early year education in England, looking specifically at how health discourse is framed by Early Years Foundation Stage (EYFS) policy imperatives and subsequently by practitioners as they re-contextualise health knowledge through play across three socially and culturally different early years education (EYE) settings within England. Across the three settings, 15 practitioners and 80 children, aged 3-4 years old, participated in the research. Drawing on the theoretical work of Basil Bernstein particularly his concepts, 'pedagogic device' and 'classification' (c) and 'framing' (f), the paper documents how health is designed, defined, constructed and experienced through play pedagogy within each of these EYE settings. The analyses illustrate how the different organisational and curriculum structures, pedagogical interactions and transactions of each setting cultivate distinctive relationships to health knowledge. These relationships, in turn, play their part in the reproduction of social class and cultural inequalities, despite the best intentions of EYE policy to address these matters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01