Improving student–student interactions in early childhood classrooms using inclusive dance activities

Bibliographic Data

ID21718872
AuthorsJuan Bautista Llorens Gómez (0000-0002-3497-7958, Universidad de Málaga, corresponding author), Dolores Madrid Vivar (0000-0002-3859-302X, Universidad de Málaga), Ana María Díaz Olaya (0000-0002-0735-3111, Universidad de Málaga)
Year2024
Pages1-14
Publication date2024-07-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueResearch in Dance Education (JOURNAL)
Journal identifiersISSN: 1464-7893 • E-ISSN: 1470-1111
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14647893.2024.2371908
OpenAlexW4400213625
LanguageEN
References cited22

The social and functional diversity of public educational centres requires continuous assessment of the school organisation and searching for effective methods that generate new forms of communication between students. This case study aimed to evaluate an inclusive dance programme involving group activities included four public early childhood education centres in Spain from the public network where the Barenboim-Said Public Foundation (BSPF) implemented the Children’s Musical Education Project. The methodology used was based on a group interview and the formation of four discussion groups of a total of 15 preschool teachers and four BSPF specialists. The results correspond to the analysis and categorisation of the data collected and recorded in notebooks by teachers during fieldwork. These provide information on external and internal factors that improve student – student interactions and cooperative skills in the classroom and establish an ideal framework for using approaches involving physical contact, movement, and music by preschool teachers

Art · Dance · Dance education · Early childhood education · Mathematics education · Pedagogy · Sociology · Teaching method · Visual arts · Art Education and Development · Diverse Music Education Insights · Diversity and Impact of Dance · Psychology

Tools

Open DOIOpen Access