2026-06-02T06:07:17Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/322552026-03-13T07:31:30Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Lloréns Gómez, Juan Bautista author Madrid-Vivar, Dolores author Díaz-Olaya, Ana María author 2024 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. 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. https://hdl.handle.net/10630/32255 10.1080/14647893.2024.2371908 Investigación activa en educación Niños - Danza - Estudio y enseñanza Improving student–student interactions in early childhood classrooms using inclusive dance activities.