The Centro Studi Scuolatoro Association and the Municipality of Zone 1 of Milan implemented this project with funds from the “right to education”.
The initiative involved 19 educational sections of nine local preschools in the area for a total of 152 Biodanza sessions. The total number of children involved was around 420, together with their parents and teachers.
The first surprise
It was welcomed enthusiastically by the educators and their coordinating heads of the Infant Preschools. It was exciting to see how passionately the educational staff of public services shared this proposal, participating with great curiosity and professionalism.
The second surprise,
was that the proposal had greater effectiveness with the children in the classes where there were educators present who already knew and had experienced Biodanza, even if only for a few encounters (from 8 to 10).
The third surprise
was the high participation of parents who participated in some of the Biodanza sessions with their children and their educators.
Verifications and confirmations.
The same officials of the Preschools, the teachers and a mother declared all of this at the Social Policy Forum of the City of Milan held in March this year. We proposed a round table in which the educators and the officials were able to express the results of the intervention. As soon as we can, we will give ample excerpts of what was said on that occasion. However, we can say that the full success was very encouraging.
But a second event proposed in the Forum was successful in a way that went beyond our expectations: a Biodanza session offered free to all parents of all schools with their children.
The packed gym saw the presence of about 100 people between children and their parents and attracted the interest and enthusiasm of all participants.
http://www.comune.milano.it/wps/portal/ist/it/partecipa/foruminiziative/forum_delle_politiche_sociali/7_forum
In reality these successes have been the fruit of a double joint commitment:
- the coordination of project managers for the Centro Studi Scuolatoro Association.
- the demonstrated professionalism of all the 10 operators who worked in the schools.
The harmony and the experience accumulated in these years both within the Preschools and in the ability to share the objectives on the part of all of us is what has made this success possible.
We must continue on this path!
Actually, on this twofold path: interventions for children and interventions for the educators in the Preschools.
The twofold road to be walked
Regarding the children:
According to the “Biodanza System” it is fundamental to be able to fully develop personal potentials, in a balanced way, from the first experiences in Preschools and throughout early childhood, (vitality, affectivity and creativity). This will allow adults to be more serene, more open to others and more satisfied with their lives.
Being together in a group
The expressions of affectivity are a spontaneous fact in children, especially with younger children. Education for sociability and affectivity must however be reinforced. It is necessary to offer children an environment that is welcoming and qualifying for them.
In this environment, the body experiences proposed, favour the processes of affective communication, empathy and mutual respect. But they also encourage learning and the ability to create appropriate solutions to the situations encountered in life.
Biodanza proposes these experiences.
By making extensive use of play, imagination and imagination, Biodanza helps each child to develop self-esteem, autonomy and self-awareness and, through movement, fosters learning processes and creativity.
Perfect harmony with directions and pedagogical guidelines.
Harmony with the “National guidelines for the curriculum of the preschools and the first cycle of education in 2012”. In particular with respect to the “body and movement“. The Biodanza path allows “Children to become aware of their own bodies … as an instrument of self-knowledge in the world. Moving is the first factor of learning: seeking, discovering, playing, jumping, running at school is a source of well-being and psycho-physical balance. “
Harmony with the “Charter of Childhood Educational Services of the City of Milan”. States that: “Educational activities are finalized, designed, organized and proposed taking into account the age group and the child’s level of development and are aimed at developing their skills. Educational experiences are offered to children through a methodology that uses play and ludic activity as the main form of learning, in a context designed and organized to satisfy their needs and interests and their curiosity. The educational intervention takes into account the presence of any situations of discomfort or disability. “
Harmony with the “Guidelines for pedagogy of childcare services from 0/6” which confirms the above mentioned guidelines and the bases of the intervention of Biodanza for Children. “The possibility for autonomous self-expression in exploration, creativity, play and in the motivation to learn are conditions that guarantee well-being“.
As for the educators:
The effects of the Biodanza System are of extraordinary effectiveness for people who working with helping relationships. The educators of the Preschools must have the basic skills that Biodanza supports and develops in their “toolbox”. They are: affectivity, creativity, and vitality.
Biodanza with Educators and other professionals
The right emotional distance is the closeness that does not engulf one, actually it allows the construction of a “common dance between the educator and the child”. In helping work this right distance in feedback is essential for:
- the affective and effective communication between preschool educators and their children;
- the prevention the inevitable phenomena of work-related stress or, at worst, burnout.
Knowing how to make the moments of work flow smoothly requires that pedagogical values, competence, and pleasure for one’s work be present in good quantity.
Biodanza helps the educators in all of this.
Finally, as we have seen during the course of the project, we can add that a Biodanza intervention carried out in a class whose preschool educators know Biodanza is much more fluid and effective.
Salvatore Mirante.
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