Exploring Physical Activity Health Promotion in Danish Kindergartens: A Child Perspective

Abstract

Danish children spend a significant part of their daily lives in kindergarten. During the critical developmental period in early childhood, a targeted focus on health promotion can contribute to a foundation of long-term well-being. Since most Danish children aged 1–6 years attend daycare facilities, the kindergarten represents a physical, pedagogical, and social environment that contributes to monitoring and regulating children's behaviour in general and their participation in health-promoting activities. However, studies on the child's perspective in relation to kindergarten health promotion are limited. Applying a symbolic interactionist framework, field notes from 37 days of participant observations were analysed to explore 3–6-year-old children's perspectives on physical activity practices in two kindergartens. The findings show how the institutional structuring of time, space and rules contributes to a social order that codefines children's room for action and physical activity. In negotiating this social order, some children have the necessary prerequisites to thrive within and influence this order, whereas others experience rejection and exclusion. These findings are relevant in terms of improving health promotion practices in kindergarten settings and reducing inequality in health among Danish children.