摘要：The article focuses on how learning processes of the youngest children in kindergarten are based on their involvement and engagement with social and physical environments in kindergarten. We emphasize how movement are a source for acknowledgement and learning. As a basis for the analysis, we have chosen two examples from the children’s activities in the outdoor area of the kindergarten. Researcher has been present as a participating observer, and been a part of the context in which the children's movements and activities take place. Tim Ingold's concept wayfaring is applied in the analysis of how movement can be understood as learning. Learning, in this way, is primarily about being in the world rather than learning about the world. By using this perspective on learning, the article will contribute to clarifying the content of holistic learning in pedagogical practices in kindergarten.Keywords: Correspondence, learning, movement, wayfaring
