PDF(Pubmed)
Abstract：
UNASSIGNED: The aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide.
UNASSIGNED: In this study, a Nordic cross-national network of researchers collaborated in investigating policy documents at the national and university levels, which govern the education of ECEC teachers. This study was inspired by the Non-affirmative Theory of Education, which provides a framework for understanding the various influences on curricular development in higher education. Based on this, a four-step comparative analytical process of national and university documents across the Nordic countries was conducted. It included keyword search for MoPA related courses and a qualitative description of MoPA in ECTE. Thus, a combination of investigations of policy documents at the national and university level and expert knowledge set a solid foundation for international comparison.
UNASSIGNED: The comparative analysis of MoPA in ECTE reveals diverse approaches influenced by national and university policies. A central theme is the variability in MoPA integration across these nations. Finland and Norway prioritize MoPA with independent mandatory courses. In Iceland, compulsory MoPA courses exist at one of two universities, and in Sweden at three out of 19. All university colleges in Denmark offer an elective course. Furthermore, learning objectives related to MoPA are, to varying degrees, part of the internships in the countries, with Sweden being an exception. In the participating countries, the teachers decide the content of the MoPA courses with little guidance, support, and agreement on essential MoPA content within and across the ECTE\'s. Norway has established guidelines, and in Finland, there is a network of ECTE Physical Education (PE) educators, which, to some degree, increases the consistency and quality of MoPA in education.
UNASSIGNED: The Nordic countries present diverse MoPA integration approaches rooted in national policies and educational traditions. The findings emphasize the necessity of independent and mandatory MoPA courses, integration of MoPA into internships and promoting networks across the educational and academic sectors to equip future early childhood educators with competencies for fostering physical activity, motor development and children\'s well-being.
UNASSIGNED: In this study, a Nordic cross-national network of researchers collaborated in investigating policy documents at the national and university levels, which govern the education of ECEC teachers. This study was inspired by the Non-affirmative Theory of Education, which provides a framework for understanding the various influences on curricular development in higher education. Based on this, a four-step comparative analytical process of national and university documents across the Nordic countries was conducted. It included keyword search for MoPA related courses and a qualitative description of MoPA in ECTE. Thus, a combination of investigations of policy documents at the national and university level and expert knowledge set a solid foundation for international comparison.
UNASSIGNED: The comparative analysis of MoPA in ECTE reveals diverse approaches influenced by national and university policies. A central theme is the variability in MoPA integration across these nations. Finland and Norway prioritize MoPA with independent mandatory courses. In Iceland, compulsory MoPA courses exist at one of two universities, and in Sweden at three out of 19. All university colleges in Denmark offer an elective course. Furthermore, learning objectives related to MoPA are, to varying degrees, part of the internships in the countries, with Sweden being an exception. In the participating countries, the teachers decide the content of the MoPA courses with little guidance, support, and agreement on essential MoPA content within and across the ECTE\'s. Norway has established guidelines, and in Finland, there is a network of ECTE Physical Education (PE) educators, which, to some degree, increases the consistency and quality of MoPA in education.
UNASSIGNED: The Nordic countries present diverse MoPA integration approaches rooted in national policies and educational traditions. The findings emphasize the necessity of independent and mandatory MoPA courses, integration of MoPA into internships and promoting networks across the educational and academic sectors to equip future early childhood educators with competencies for fostering physical activity, motor development and children\'s well-being.
摘要：
■这项研究的目的是调查运动和身体活动（MoPA）在整个丹麦幼儿教师教育（ECTE）政策中的整合，芬兰,冰岛,挪威,和瑞典。这些知识可以为ECTE政策和实践的发展提供信息，在北欧国家和世界其他国家促进MoPA在幼儿教育和护理（ECEC）中的发展。
■在这项研究中，一个北欧跨国研究人员网络合作调查国家和大学两级的政策文件，管理ECEC教师的教育。本研究受到非肯定教育理论的启发，这为理解高等教育课程发展的各种影响提供了一个框架。基于此,对北欧国家的国家和大学文件进行了四步比较分析。它包括对MoPA相关课程的关键字搜索以及ECTE中MoPA的定性描述。因此，国家和大学层面的政策文件调查和专家知识相结合，为国际比较奠定了坚实的基础。
■MoPA在ECTE中的比较分析揭示了受国家和大学政策影响的多种方法。一个中心主题是这些国家的MoPA整合的可变性。芬兰和挪威以独立的必修课优先考虑MoPA。在冰岛,两所大学之一有必修的MoPA课程，在瑞典，19人中有3人。丹麦的所有大学学院都提供选修课程。此外，与MoPA相关的学习目标是，在不同程度上,在这些国家实习的一部分，瑞典是个例外。在参与国,教师在很少指导的情况下决定MoPA课程的内容，支持,并就ECTE内部和整个ECTE的基本MoPA内容达成协议。挪威制定了指导方针，在芬兰，有一个ECTE体育（PE）教育工作者网络，which,在某种程度上,提高了MoPA在教育中的一致性和质量。
■北欧国家提出了植根于国家政策和教育传统的多样化的MoPA整合方法。调查结果强调了独立和强制性的MoPA课程的必要性，将MoPA纳入实习，并促进教育和学术部门的网络，以使未来的幼儿教育工作者具备促进体育活动的能力，运动发育和儿童福祉。
■在这项研究中，一个北欧跨国研究人员网络合作调查国家和大学两级的政策文件，管理ECEC教师的教育。本研究受到非肯定教育理论的启发，这为理解高等教育课程发展的各种影响提供了一个框架。基于此,对北欧国家的国家和大学文件进行了四步比较分析。它包括对MoPA相关课程的关键字搜索以及ECTE中MoPA的定性描述。因此，国家和大学层面的政策文件调查和专家知识相结合，为国际比较奠定了坚实的基础。
■MoPA在ECTE中的比较分析揭示了受国家和大学政策影响的多种方法。一个中心主题是这些国家的MoPA整合的可变性。芬兰和挪威以独立的必修课优先考虑MoPA。在冰岛,两所大学之一有必修的MoPA课程，在瑞典，19人中有3人。丹麦的所有大学学院都提供选修课程。此外，与MoPA相关的学习目标是，在不同程度上,在这些国家实习的一部分，瑞典是个例外。在参与国,教师在很少指导的情况下决定MoPA课程的内容，支持,并就ECTE内部和整个ECTE的基本MoPA内容达成协议。挪威制定了指导方针，在芬兰，有一个ECTE体育（PE）教育工作者网络，which,在某种程度上,提高了MoPA在教育中的一致性和质量。
■北欧国家提出了植根于国家政策和教育传统的多样化的MoPA整合方法。调查结果强调了独立和强制性的MoPA课程的必要性，将MoPA纳入实习，并促进教育和学术部门的网络，以使未来的幼儿教育工作者具备促进体育活动的能力，运动发育和儿童福祉。
