Movement lies at the core of what it means to be human. Our most primary mode of relating to others is by way of movement. However, existing research literature has not sufficiently investigated the role of bodily interaction in the promotion of motivation in kindergartens. Typically, verbalised and intellectualised communication is emphasised with less attention paid to what can be communicated by way of bodily movements. The purpose of this article is the promotion of motivation in concrete bodily interactions between educators and children during educator-controlled activities. The study is based on a fieldwork study conducted in a Danish kindergarten. Two examples from this study are used to illustrate the profound and dramatic effect bodily interactions can have on children’s motivations. The study concludes that educators’ bodily ‘manipulative’ and dramatised engagement with children during pedagogical activities can be an effective and profound way of affecting children’s immediate experiences and motivations for participating.

motivation, kindergarten, pedagogy, movement, embodiment, body manipulation, suspense, fieldwork, educator participation