Conference Agenda
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Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 21:29:26 EET
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27 SES 14 C: Early Childhood Education
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27. Didactics - Learning and Teaching
Paper Exploring Teaching and Learning Practices in and about Body and Movement in Early Childhood Education: An A/r/tographic Approach Mälardalen University, Sweden Presenting Author:Introduction This paper explores what comes to expression when children and students are made to be active participants in developing and investigating teaching practices in and about the body and movement, in their regular education environment. The empirical work is part of the author’s ongoing doctoral project in didactics, which seeks to expand the thinking and doing of dance, body, and movement within the context of Early Childhood Education and Care (ECEC). Through an a/r/tographic research process (Irwin et al., 2006; Østern,et.al., 2025) guided by posthumanist perspectives, the project seeks to create resourceful, competent, and creative environments that foster teaching and learning for the needs of today and tomorrow. Practicing Bodies and Movement There are strong arguments for developing and enhancing teaching practices in and about the body and movement in early childhood education and care (ECEC). Young children’s interaction, communication, language learning, as well as cognitive and emotional development, are deeply multisensory, embodied processes that need to be planned for and supported in everyday pedagogical practice (Goswami, 2018; Langmann, 2025; Løkken, 2000). This calls for a teacher education that places bodily, aesthetic, and movement dimensions at the core of training—both theoretically and practically—in order to educate about children’s embodied learning, development, and life, and to foster teachers’ capacities to engage with these processes. Moreover, such education enables students to develop bodily awareness, attunement, communicative competence, and situationally responsive skills required in the early childhood teaching profession. Since ECEC programs today are predominantly theoretical and rarely include engagement with body and movement or systematic attention to the role of the body in professional practice, scholars emphasize the need for a shift toward a more embodied approach to teacher education (Boysen, 2024; Langmann, 2025; Puoti et.al., 2025). This paper aims to discuss possible methods and articulations of such pedagogical practices. The empirical work is guided by previous research in early childhood education that employs posthumanist approaches (Elkin Postila, 2021; Palmer, 2022; Olsson, 2009). By recognizing children’s methods, ideas, and questions as valid and essential to their education and future learning, children and researchers collaborate to explore new ways of enacting teaching and learning practices. Further inspiration, extended to early childhood teacher education (ECTE), is drawn from educational research and initiatives that develop teacher training toward a more embodied, holistic approach using experimental, co-creative, and arts-based methods (Anttila et.al., 2024; Boysen, 2024; Puoti et.al., 2025). Theoretical–Methodological Approach The methodology of a/r/tography applied in the project is framed by posthuman theory, primarily in line with the philosophical work of Gilles Deleuze and Félix Guattari (1994, 2015). This perspective enables an understanding of teaching practices as relational and becoming processes in which human bodies (children, students, researcher), movements, music, words, cameras, classrooms, pedagogical discourses, etc., interact. In addition, thinking and concepts developed within posthuman feminist theory complement the project’s a/r/tographic-didactic approach, particularly through how their work has been taken up within educational and arts-based research (Palmer, 2022; Lenz Taguchi, 2010; Østern,et.al., 2025). These works provide a foundation for research conducted with children and students, with current matters in their local contexts and in the world around them, and with pedagogical methods and materials in their educational environments (Gunnarsson & Bodén, 2021; Palmer, 2022). The aim of this paper is to explore how teaching practices in and about the body and movement come to expression in a/r/tographic processes engaging children/students, a doctoral researcher, the art of dance, preschool didactic theories, pedagogical methods, materials, and spaces. Specifically, it investigates the question: What teaching and learning elements and qualities constitute the a/r/tographic processes articulated within preschool/ECTE settings, and what content are they shaped around? Methodology, Methods, Research Instruments or Sources Used The empirical phase A/r/tography which frames the empirical phase of the project, is an arts-based, practice-driven, performative research methodology that integrates the positions and methods of artist (a), researcher (r), and teacher (t) (Irwin et al., 2006; Østern,et.al., 2025). In the process of exploring a shared area, the children/students contribute their experiences and questions, while the doctoral researcher contributes expertise as a teacher educator, preschool teacher, and dance teacher. Ethical considerations are established, revisited, and revised throughout the entire process. The empirical classroom-based phases of the project are carried out over two periods. In the first study (Gustafsson, 2021), the doctoral researcher and a group of sixteen children aged 1–2.5 years explore how experimental dance practices can be created and expressed in the children’s preschool department. The a/r/tographic process is documented through still images and film recordings produced by both the researcher and the children, complemented by the researcher’s field notes. The second study will be conducted in spring 2026 and consists of a series of workshops incorporating a variety of dance techniques, movement exercises, group discussions, and individual reflective writing. This work will be documented through image, audio, and film recordings, as well as fieldnotes. The empirical phase also involves the researcher putting conceptual tools articulated by Deleuze and Guattari (1994; 2015) to work during the dancing, analyzing, and writing processes. Through this, a rethinking and redoing of teaching practices in and about body and movement in ECTE are given the possibility to emerge. This work, articulated as “concept-as-method” (Lenz Taguchi, 2016), continues in the subsequent analytical phase, when revisiting the documentation and textualizing the a/r/tography. Conclusions, Expected Outcomes or Findings Results from the a/r/tographic work with children (Gustafsson, 2021) reveal teaching and learning processes that are dynamic, emergent, and responsive to unfolding events. The practices are characterized by shifting forms of movement expression, flexible group constellations, and experimental uses of materials and time—features that extend beyond what is typically described in research on learning activities for young children. A central pedagogical element across the processes is repetition, which functions as an experimental method. Through repeated engagement with positions, movements, and movement sequences (or choreographies), participants explore, refine, and transform bodily possibilities. Repetition supports sustained engagement in the present moment and deepens connections with music, space, bodies, and forces, fostering the development of kinesthetic awareness and aesthetic experience. Another defining quality is the embrace of uncertainty, risk, and lack of control as generative conditions for learning and creativity. Within the a/r/tographic process, the unpredictable is welcomed and mobilized to produce variation and innovation in movement. At times, the dance can be understood as a surrender to chance and indeterminacy, opening new modes of expression, relationality, and embodied knowing. Drawing on forthcoming empirical material and analyses from the project’s second sub-study, the research is expected to generate results describing transformed relationships between students and the teacher. These changes may involve expanded ways of organizing educational activities and selecting content areas. Other potential outcomes are the use of traditional teaching methods such as group discussions and writing but expanded in their execution and function. Traditional seminar room at the university but complemented with unconventional materials that offer exploratory approaches and new understandings of the learning and teaching body in relation to preschool. These results are discussed in terms of the opportunities and limitations they offer for present and future teaching practices. References Anttila, E., Tuovinen, T. & Jaakonaho, L. (2024). Reflective documentation in arts education. Expanding ways of thinking through multimodal, embodied practices. Research in Arts and Education (3):122-137. Deleuze, G. & Guattari, F. (1994). What is philosophy? New York: Columbia University Press. Deleuze, G. & Guattari, F. (2015). Tusen platåer: kapitalism och schizofreni. Stockholm: Tankekraft Förlag. Goswami, U. (2018). Barnets psykologi. [Stockholm]: Fri tanke. Irwin, R., Beer, R., Springgay, S., Grauer, K., Xiong, G. & Bickel, B. (2006) The Rhizomatic Relations of A/r/tography, Studies in Art Education, 48:1, 70-88, DOI: 10.1080/00393541.2006.11650500 Gunnarsson, K. & Bodén, L. (2021). Introduktion till postkvalitativ metodologi [Elektronisk resurs]. Stockholm: Stockholm University Press. Gustafsson, L. (2021). Experimenterande dans med förskolans yngsta barn. En studie i och med kropp och rörelse i förskolan. Stockholm: Barn- och ungdomsvetenskapliga institutionen, Stockholms universitet. Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: introducing an intra-active pedagogy. Abingdon, Oxon: Routledge. Lenz Taguchi, H. (2016). “The Concept as Method.” Cultural Studies ↔ Critical Methodologies, https://doi.org/10.1177/1532708616634726 Løkken, G. (2000). Toddler peer culture. The social style of one and two year old body-subjects in everyday interaction. Trondheim: NTNU, Pedagogisk institutt. (Diss). Olsson. L. M. (2009). Movement and Experimentation in Young Chil-dren’s Learning. Gilles Deleuze and Felix Guattari in Early Childhood Edu-cation. London: Routledge. Østern, T. P., Reppen, C., O’Connell, S., & Daneberg, M. (2025). Choreographer/researcher/teacher: Developing a/r/tography as an approach to dance pedagogy at Stockholm University of the Arts in a professional learning community of teachers. Nordic Journal of Art & Research, 14(2), 1–27. https://doi.org/10.7577/ar.5460 Palmer, A. (2022). Lyssnande-berättande med barn i förskolan. Att möta framtidens sociala, etiska och politiska utmaningar ihop med förskolebarn. Nordisk barnehageforskning, Special issue: Lyssnandets pedagogik, 19(4), 10–28. https://doi.org/10.23865/nbf.v19.392 27. Didactics - Learning and Teaching
Paper Comparing the Visual Thinking Strategies Approach with Organized Discussion in the Kindergarten Classroom University of Patras, Greece Presenting Author:The present study researches the effectiveness of the Visual Thinking Strategies (VTS) instructional approach in fostering communication skills among kindergarten students, in comparison with the traditional pedagogical method of organized discussion. Communication constitutes a foundational component of early childhood development, influencing not only language acquisition but also cognitive growth, social interaction, and children’s understanding of their social and cultural environment. Given the increasing emphasis on learner-centered and dialogic approaches in early childhood education, this research seeks to explore whether VTS can offer pedagogical advantages over more conventional discussion-based strategies within the kindergarten classroom. Children’s language and communication development is a complex and dynamic process shaped by the interaction of biological, cognitive, social, and environmental factors. From a sociocultural perspective, communication is viewed as a mediating tool through which children construct meaning, negotiate understanding, and internalize social practices (Vygotsky, 1986). Linguistic theories further emphasize the innate and cognitive dimensions of language development, highlighting the importance of exposure, interaction, and meaningful use of language in authentic contexts (Chomsky, 2006). Empirical research underscores the critical role of early communicative experiences in shaping children’s later academic achievement, social competence, and critical thinking abilities (Begley & Wingert, 1997; Lightfoot, Cole, & Cole, 2014). Within this framework, pedagogical approaches that actively promote dialogue, reflection, and collaborative meaning-making are considered particularly valuable in early childhood education. Visual Thinking Strategies represent an innovative educational approach that integrates visual arts into the learning process in order to promote observation, interpretation, communication, and critical thinking. Originally developed for museum education, VTS has been increasingly adopted in formal educational settings across disciplines and age groups. The method is grounded in constructivist and dialogic learning theories and is based on structured yet open-ended discussions around visual artworks. Through a series of carefully designed prompts, educators encourage learners to observe visual stimuli attentively, articulate their interpretations, provide evidence for their claims, listen to alternative perspectives, and build upon the ideas of others. Central to the VTS approach is the creation of a safe and inclusive dialogic space, where multiple interpretations are valued and learners are encouraged to express their thoughts without fear of evaluation or error (Yenawine, 2013). In early childhood contexts, VTS has been associated with the development of language skills, visual literacy, confidence in self-expression, and collaborative communication. Methodology, Methods, Research Instruments or Sources Used The present research adopted a qualitative methodological design that combined elements of action research and case study. Action research was selected due to its emphasis on reflective practice, practitioner involvement, and the implementation of innovative pedagogical interventions within authentic educational settings. This approach allowed continuous observation, reflection, and adaptation throughout the research process, supporting the development of practical insights grounded in everyday classroom practice (Cohen, Manion, & Morrison, 2008). At the same time, the case study methodology enabled an in-depth exploration of the instructional and communicative dynamics within a specific kindergarten classroom, facilitating a holistic understanding of how different teaching strategies influence children’s communicative behaviors and interactions. The primary aim of the study was to compare the effectiveness of the VTS method with that of traditional organized discussion in supporting the development of communication skills among kindergarten students. More specifically, the research sought to address two reserch questions: (a) whether Visual Thinking Strategies can be effectively implemented in a kindergarten classroom, and (b) whether their implementation offers observable advantages over traditional organized discussion with regard to children’s communication skills. The research was conducted under real classroom conditions in a public kindergarten in the city of Patras, Greece. The participant group consisted of ten children, including six six-year-old students and four five-year-old students. In order to ensure the validity of the finding the students were divided into two groups with comparable distribution of gender, age and cognitive level: an experimental group and a control group. The instructional topic selected for the intervention involved a comparison between traditional and contemporary Greek family structures, a theme considered developmentally appropriate and relevant to children’s lived experiences. The experimental group explored the selected topic through the application of the VTS method, using visual representations as the primary stimulus for discussion. Students were encouraged to observe images carefully, describe what they noticed, express their interpretations, and engage in dialogue with their peers. The educator acted as a facilitator, guiding the discussion through open-ended prompts while refraining from evaluative feedback. In contrast, the control group approached the same topic using the traditional method of organized discussion, which relied on predetermined questions posed by the educator and focused on eliciting specific responses from students. An observation grid was designed and employed to systematically record communicative behaviors, including participation levels, types of verbal responses, peer interaction, active listening, and evidence of abstract or reflective thinking. Conclusions, Expected Outcomes or Findings The findings of the study indicate that the Visual Thinking Strategies (VTS) method is particularly effective in promoting communication and interaction among kindergarten students. Although the impact of the method is not immediate and requires sustained and systematic implementation, VTS contributed significantly to the gradual increase in participation. Students in the experimental group showed a greater willingness to take part in discussions, increased confidence in expressing their ideas, and an improved ability to listen to their peers and build upon their contributions. The use of visual stimuli appeared to enhance interest and engagement, supporting children’s communication not only through personal experiences but also through shared interpretation of visual contexts. Additionally, the VTS approach encouraged collaborative dialogue, as students were observed analyzing images, responding to others’ ideas, adding new perspectives, or respectfully challenging different viewpoints. This process fostered a positive communicative environment characterized by mutual respect, active listening, and collective meaning-making. The absence of evaluative judgments regarding “correct” or “incorrect” answers contributed to the development of students’ self-confidence and reduced anxiety related to verbal expression. Furthermore, guided discussions of visual materials supported the emergence of abstract thinking, as children moved beyond simple descriptions toward interpretation, inference, and comparison. In contrast, the traditional organized discussion method appeared to limit opportunities for meaningful peer interaction. Students in the control group primarily focused on responding to the educator’s questions, with minimal engagement in dialogue with classmates. This structure restricted spontaneous expression and reduced the development of a collaborative learning environment. Compared to VTS, organized discussion was less effective in encouraging extended verbal responses, abstract reasoning, and cooperative communication. Due to the short duration of the intervention, it was not possible to assess long-term effects. Nevertheless, the findings highlight the pedagogical potential of VTS in early childhood education and suggest the need for further research References Begley, S. & Wingert, P. (1997). Teach Your Parents Well. As research unlocks the secrets of babies’ brains, families have a hard time learning the lessons. In: Newsweek, April 28, 48 Cohen, L., Manion, L. & Morrison, K. (2008) The Methodology of Educational Research. Metaichmio, Athens. Chomsky, N. (2006). Language and mind (3rd ed.). Cambridge: Cambridge University Press. Lightfoot, C, Cole, M & Cole, S. R (2014). The Development of Children. Worth Publishers Yenawine, P. (2013). Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines. Harvard Education Press. | ||