During the early years of life, the body moves instinctively, free from prejudice, even though it is soon to be burdened with (im)positions. In building the emotional bond between the young child and the adult, their interactions are fundamental. For this reason, our objectives include experimenting as a family and collaborating with nursery schools on long-term projects. By observing groups of children and their ways of playing, we explore what we can offer through the language of the body and movement.
Teacher training in the field of body language and movement was carried out with Gemma Palet, an educational psychologist, dance therapist, graduate in dance for educators, and postgraduate in expression, communication, and languages in educational practice. This work focused on understanding the educator’s role in accompanying and observing the child. In early childhood education, the educator is someone who believes in the pedagogy of conditions —as Philippe Meirieu puts it— and someone who engages in a continuous dialogue with the child, sometimes without words, where dance becomes one of the “hundred languages” that allow for the expression of emotions, ideas, and thoughts.