This research explores how a teacher-researcher can use complexity thinking in games of chase at an early childhood setting. Complexity thinking is a way of thinking and acting that is based on the assumption that we live in a complex world (Davis & Sumara, 2006) where inter-connections abound and they affect us in visible and invisible ways. This underlying assumption has philosophical and pragmatic implications for our ideas and actions in and about teaching and research (Davis & Sumara, 2006; Fullan, 1993; 1999).
This research is part of a wider PhD research, which focuses on exploring the use of complexity thinking in early childhood curriculum and research in the context of games of chase as well as silliness and laughter. In this research, games of chase are viewed as a physical activity as well as one aspect of physical education in the early childhood context and of early childhood curriculum.