Re-examining children’s bodies in Japanese and New Zealand early childhood education
This article critically examines how children’s bodies are regulated and experienced in early childhood education (ECE) in Japan and New Zealand. Early childhood care settings impose bodily norms that shape social relationships and hierarchies, often privileging stillness and conformity. Children us...
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| Vydáno v: | URI:https://journals.openedition.org/ries, |
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| Hlavní autoři: | , |
| Médium: | Article ou chapitre numérique |
| Jazyk: | Anglais |
| Vydáno: |
Revue internationale d'éducation de Sèvres
2025
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| Témata: | |
| On-line přístup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Shrnutí: | This article critically examines how children’s bodies are regulated and experienced in early childhood education (ECE) in Japan and New Zealand. Early childhood care settings impose bodily norms that shape social relationships and hierarchies, often privileging stillness and conformity. Children use movement, play, and gestures to explore their identity and challenge norms. Implicit messages about bodily norms are communicated through dress codes, discipline, and posture. Children internalize, resist, or reinterpret these norms. This study contributes to current debates on the role of embodiment in education and the possibilities for more inclusive and holistic learning environments. |
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