RT Journal Article
T1 Improving student–student interactions in early childhood classrooms using inclusive dance activities.
A1 Lloréns Gómez, Juan Bautista
A1 Madrid-Vivar, Dolores
A1 Díaz-Olaya, Ana María
K1 Investigación activa en educación
K1 Niños - Danza - Estudio y enseñanza
AB 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.
PB Taylor & Francis
YR 2024
FD 2024
LK https://hdl.handle.net/10630/32255
UL https://hdl.handle.net/10630/32255
LA eng
NO Llorens Gómez, J. B., Madrid Vivar, D., & Díaz Olaya, A. M. (2024). Improving student–student interactions in early childhood classrooms using inclusive dance activities. Research in Dance Education, 1–14.
NO Política de acceso abierto tomada de: https://v2.sherpa.ac.uk/id/publication/6008
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 25 ene 2026