Dominant understandings of physical activity and health as defined in policy documents, stage development theories, and curriculum frameworks teach about movement through concepts of exercise, fitness, movement skills, and physical literacy. This unit focuses on constructing early childhood pedagogies that think with moving, rather than about movement, as pre-service students consider how moving happens in ways that do not fit pre-existing [or inherited] criteria for teaching, understanding, or describing movement. Intentional working with movement through inquiry and wonder offers students an experience in exploring how children move with/in the world, and how this informs teaching and learning that is complex, ethical, and political.

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Examine physical activity and health as defined in policy documents, stage development theories, and curriculum frameworks.  
  2. Articulate what capable children can do with their bodies across early childhood settings.  
  3. Design curriculum reflective of moving with children that is complex, ethical, and political.  


Assessment type Description Grade
Exercise In-class activities examining policy, stage theories, and curriculum frameworks defining physical activity and health 30%
Assignment Read and analyse a specific set of literature assigned focussed on moving with young children 35%
Project Create a curricular experience based in the conceptual idea of moving with young children; present through e-portfolio presentation 35%

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