生命之舞与幼儿园中生命中心教育原则的实施

摘要

本研究考察了在幼儿园引入生命之舞（biodanza）并同时实施生命中心教育原则的过程，其中着重强调情感性，以营造充满关爱的园所氛围，并促进儿童之间以及教职工与儿童之间富有意义的互动。研究问题是：在幼儿园引入生命之舞并实施生命中心教育，如何实现上述目标？本研究采用质性研究方法，数据于2017—2019年在以色列收集。研究结果显示，幼儿园中的生命之舞创造出一些需要儿童处理其互动之情感与社会层面的情境。由此，园所中的积极共振大幅增强，氛围日益充满关爱、接纳与分享，积极的示好举动显著增多。与过程之初相比，教职工与儿童之间的沟通发生了变化，变得更加充满关爱。

Abstract

This study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate and to encourage meaningful interactions between children, and between the kindergarten staff and the children. The research question was: How would introducing biodanza and implementing biocentric education in kindergartens achieve these objectives? This was a qualitative study. The data were collected in Israel in the years 2017-2019. The study findings show that biodanza in kindergartens allowed for situations that required children to deal with emotional and social aspects of their interactions. As a result, positivity resonance in the kindergarten intensified greatly, and the atmosphere became more and more affectionate, accepting, and sharing, and positive gestures increased substantially. Communication between the kindergarten staff and the children underwent a change and became considerably more affectionate, compared to what it had been at the beginning of the process.