ABSTRACT This article focuses on the speculative practice of “study” in relation to movement pedagogies in early childhood physical education. Bringing the concept in conversation with movement pedagogies, we work to unsettle universalized approaches to early childhood physical education. We orient toward movement pedagogies that refuse the structures of perceptibility that currently formulate movement in childhood places. We speculate how doing movement pedagogies as a study with/in place opens possibilities for moving together. We conclude by offering five propositions for future early childhood pedagogies that centre movement as a practice of study.

中文翻译：

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开展学习实践：打破幼儿运动教学法的关键举措

摘要 本文关注与幼儿体育运动教学法相关的“学习”的思辨性实践。将这一概念与运动教学法相结合，我们致力于打破儿童早期体育教育的普遍方法。我们倾向于拒绝目前在儿童时期形成运动的感知结构的运动教学法。我们推测将运动教学法作为一项研究/就地研究如何打开一起运动的可能性。最后，我们为未来的幼儿教育提供了五个主张，将运动作为一种学习实践。