Body Expression in Early Childhood Education: Development and Activities
Body Expression in Early Childhood Education
Conceptual Approximation
Body expression refers to any action, gesture, or word developed by our body with the aim of communication. It involves using various forms of representation to evoke situations, actions, desires, and feelings, whether real or imagined.
Objectives
- Using various forms of representation and expression.
- Evoking situations, actions, desires, and feelings.
Content
- Body Control and Experimentation: Discovering basic resources of expression of one’s body (movements, sounds, and noises).
- Adapting One’s Own Movement to Others: Interpretation and representation of personalities.
Methodological Guidelines
- Freedom and support.
- Comprehensive proposals and collective projects in which children enjoy participating.
- Flexibility.
- Using techniques and resources of various forms of expression.
Gesture and Movement
Gesture: A form of expression that appears naturally in the first moments of life. Fundamental gestures include:
- Automatic
- Emotional
- Projective (abstract ideas, gestures to support discourse)
Movement: Manifestations that use our body as a means of expression.
The evolution of movement: The difference between psychomotor skills and body expression is that the first aims to enhance the possibilities of body movement, while the second requires movement to have meaning. Body expression is performed through imitation, play, body gestures, and actions.
Stages of Development
- Motor impulsivity
- Emotional stage
- Sensorimotor stage
- Personalism
Body Expression in the Construction of Identity and Autonomy
Body expression supports personal identification, valuation, and helps children gain control of themselves. It involves:
- Gestures and movements
- Actions and their effects
- Communication with caregivers
Personal Autonomy: Everyday activities that allow the child to develop autonomy. Body expression aids this through muscle tone, postural control, body schema, and communication.
Intervention:
- Discover and use one’s own motor and sensory possibilities.
- Acquire coordination and general dynamic control of one’s body.
- Progress in the acquisition of habits and attitudes.
Contents
- Basic health needs and well-being.
- Feelings and emotional ties.
- Exploration of the possibilities and limitations of the motor body.
- Confidence in one’s own possibilities.
Symbolic Play
Concept: Symbolic play is spontaneous and has no apparent purpose. Children represent real objects, perform fictitious actions, and it is a manifestation of symbolic function.
Functions:
- Assimilation of reality.
- Preparation for and overcoming of situations.
- Expression of subjective thoughts and feelings.
Dramatic Play
Concept: Dramatic play is a form of play that includes spontaneous activity. For example, a group of children, coordinated by a teacher or another individual, invent, improvise, or perform based on themes and characters.
Characteristics:
- It is a child’s natural tendency to play, particularly the game of representation.
- It represents the process of symbolic development.
- Coordination is very important; psychomotor skills are used in various forms, both coordinated and separate.
- Creativity.
- Relationship with others, as collaboration is essential.
Drama Activities
Games from the body.