Fysisk aktiverende fortælling i børnehaven: et sundhedspædagogisk eksperiment med den intention at sætte det legende og glæden ved bevægelse i centrum i voksenstyret bevægelsesaktivitet

Publikation: Ph.d. afhandling/ kandidat/ diplomKandidatspecialeForskning


This thesis highlights how and under what prerequisites physical activating stories – here exemplified through the Hoppeline-stories – can contribute to pedagogue’s efforts to make play and joy of movement a supporting element in adult controlled movement activity in the nursery and at the same time support the legislation imposed work with learning and health. Hoppeline is a national health education project, which opened for registration in August 2016 and will be finished in December 2017. The core of the project is a 13 chapter, physical activating story made of material, which can also be used in the outdoors.
Methodically Mixed Methods design is the foundation of this thesis with an electronic survey with 154 respondents, video observations and interviews with children and adults in two different nurseries. The material additionally relies on empiricism from a project diary from a third nursery. The analysis of the empiricism uses a phenomenological hermeneutic approach, and the thesis is based on a humanistic science tradition with focus on cultural understanding of man and the learning spaces that are created in the interactions between pedagogues, children and a cultural product. Theoretically the thesis relies on social learning theory, body phenomenology and theory of play.
The results of the examination, that this thesis communicates, show that physical activating stories can back the pedagogue’s efforts to make play and joy of movement supporting elements in adult controlled movement activities in the nursery. Primarily both children and pedagogues seem to identify with both the reification and the participation form of the stories. The participating children show signs of joy of movement, inner motivation and control during the stories as they are aesthetically producing in both their movement expression and use of playful communication. The examination shows that it is important that physical activating stories succeed in mixing different forms of communication known by the pedagogues and combine them with a fantasy world inspired by culture for children or made by children. It also shows that it is an advantage if the story’s narrative encourages different bodily practices, for instance quick changes of pace, speed, repetition, common rhythm, surprise etc., which again can be related to different play moods. The use of bodily and verbal ritual repetitions in the stories are also important as they can contribute to shaping a common repertoire that both during and after the stories can be used to create a positive atmosphere among the children and contribute to the individual child’s sense of belonging to the group.
The examination also shows how physical activating stories can contribute to the promotion of health and learning by giving children possibility to imitate other children and adults in exercise and thereby be included in bodily interpretations of phenomena. Physical activating stories give pedagogues a possibility to recognize all children’s different repertoire and interpretation of movement, because the stories don’t come with predetermined motor standards. The stories thus can contribute to children’s joy of movement, give them a positive experience in exercising with others and through that increase their health action competencies. Physical activating stories can also contribute to creating a connection in working with the different curricular themes if all themes are worked into the stories and the pedagogues manage to use the opportunities this creates.
The examination moreover shows how the quality of the learning environment during the stories primarily depend on the quality of the pedagogical community of practice. It is of positive importance that the pedagogical roles have different functions. When the three roles – the oral storyteller, the bodily storyteller and the safe base – are competently completed with mutual commitment and, from a common pedagogical value rationale, with a sense for the children’s perspective and participation, it can be seen in the pedagogue’s sense for the moment, in their wisdom in action so to speak. The story’s pedagogical roles, narrative, storytelling, hand puppet and illustrations all make use of the pedagogue’s bodily aesthetic communication and, at the same time, support the quality of this. Both the children and the pedagogues take part in a learning community of practice when they practice the physical activating story together. When the pedagogue’s participation in a physical activating story results in positive experiences and realizations in relation to the importance of them as adults acting physically with the children, then the stories potentially can contribute to promoting health in a broad sense, because the pedagogue’s way of supporting or limiting the movement of children is part of the living conditions children are subject to.
  • Toft, Herdis, Vejleder, Ekstern person
StatusUdgivet - 1 jun. 2017


  • Børn og unge
  • bevægelseglæde
  • dagtilbudspædagogik
  • leg og læring
  • sundhedsfremme