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<p>Throughout different seasons we spent time with 18 kindergarten children on Bragdøya, a small island in Southern Norway. Here, we observed their play in nature and how children form close embodied intimacy with their world. We applied a holistic and relational methodological approach through conducting lived and close observation; a sensitive bodily interaction, moving and wondering along children in nature to explore their sensitive and embodied relation with human and nonhuman surroundings.</p><p>Based on conducted fieldwork, we present three phenomenological examples of playing and sensing nature through <i>running alone and together</i>; <i>being with through lying</i> on the ground and taking time; and <i>tree-dwelling</i> through sitting, climbing, and embracing trees.</p><p>Through moods of running, lying, and sitting in nature the children expressed freedom, sensitivity and well-being, and we argue for that these can be seen as a primary foundation for an embodied and dialogical life.</p><p>This demands trusting in children and their inherent playfulness and joy that come so naturally to them. It is matter of being in the world and creating meaning with the world—a starting point for encouraging intimate knowledge, place sensitivity and well-being. The joy of movement and the ability to feel calm and safe in nature are experiences that children carry with them throughout their lives.</p>

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Creating a Deep Embodied Intimacy: Sensitivity, Identity and Well-Beeing in and Through Play and Movement on Bragdøya

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月13日

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  • Merete Lund Fasting,
  • Lisa Annika Brandt,
  • Soern Finn Menning

摘要

Throughout different seasons we spent time with 18 kindergarten children on Bragdøya, a small island in Southern Norway. Here, we observed their play in nature and how children form close embodied intimacy with their world. We applied a holistic and relational methodological approach through conducting lived and close observation; a sensitive bodily interaction, moving and wondering along children in nature to explore their sensitive and embodied relation with human and nonhuman surroundings.

Based on conducted fieldwork, we present three phenomenological examples of playing and sensing nature through running alone and together; being with through lying on the ground and taking time; and tree-dwelling through sitting, climbing, and embracing trees.

Through moods of running, lying, and sitting in nature the children expressed freedom, sensitivity and well-being, and we argue for that these can be seen as a primary foundation for an embodied and dialogical life.

This demands trusting in children and their inherent playfulness and joy that come so naturally to them. It is matter of being in the world and creating meaning with the world—a starting point for encouraging intimate knowledge, place sensitivity and well-being. The joy of movement and the ability to feel calm and safe in nature are experiences that children carry with them throughout their lives.