This project aims to design a dance-based project for children 0 to 6 years of age within the Educational Block—the block bounded by the Zona Franca Avenue, and the Cisell and Mare de Déu del Port streets. It stems from a double perspective.
On the one hand, the historical perspective:
Since 2014-15, various educational centres from the block have taken part in dance, body and movement projects linked to Graner.
If we focus on children 0 to 6 years of age and their families we observe that:
- At the EBM Collserola (Cos i Moviment 0-3 Project) and the Espai Familiar La Casa dels Colors (Cross-generational Workshops for Families), educational teams have made a strong effort to reflect on and practice the language of the body and the language of movement with children aged 0 to 3 years old and their families.
- At Bàrkeno School, through the Tandem Project, they have incorporated dance at school, rethinking the way of teaching and learning and considering the body as a tool for both during the second cycle of kindergarten school and at primary school.
Thus, in the three projects, the possibility of taking part in a shared dance-based project allows the schools:
- On the one hand, to go on delving into and consolidating the idea of dance as a source of relationship and communication, as a form of learning and as a door to new universes.
- On the other hand, to give the chance to professionals, children, families and educators to generate synergy and to find meeting and exchange points in relation to the understanding of the body and movement language during early childhood.
- Finally, to concentrate on children aged 0 to 6 years old.
The project is developed taking into account the particularities of this moment in the lives of children and of this stage in the development of their education.
Authors such as Ajuriaguerra and Wallon point out that since birth movement has a great importance as a source of communication and bonding. Thus, the body’s tonic function is the most primitive tool for communication exchange and interpersonal relationships. Children up to age 6 years express and communicate a lot through body language and movement. Infants tell express and communicate through body expression and psychomotor manifestations. During this period, affections and emotions have a great importance, as they are a source of movement.
Besides, on the basis of genetic psychology and the studies by Piaget, we can affirm that motor and body experiences are the departure point of intelligence. The body is tightly tied to knowledge, which is acquired through the manipulation of the body and the objects through space and time.
The body is the very first tool for discovery, exploration, research and learning.
- From birth to age 2, the child is in the sensorimotor stage, in which he or she investigates, operates objects and develops his or her practical intelligence through psychomotor activity, which is very connected to experiences and external motivations that impel the child to relate or not to the objects.
- Between ages 2 and 7, the child is in the preoperational stage, during which actions are interiorized and symbolic representation appears.
Thus, we can state that dance can be highly significant: dancing is an activity that implies all of the child’s abilities. The symbolic language used in dance (in terms of movement, space and time) requires children to use their cognitive, physical, communicational, affective and relational abilities. For all these reasons, we understand that body language is essential for the education between ages 0 and 6, and we insist on the educational value of dance, rather than in the aesthetic and cultural value of dance understood as an artistic discipline exclusively reserved to future dancers.