Mind and body in the educational relationship in Kindergarten: The development of capabilities for a good quality of life

Abstract

Infancy is a period of total dependence from adults. In order to provide the capabilities correlated to welfare it is necessary to raise attention on the environment, on space organization, and on social-cultural context—all of them being key factors in the developmental processes, according to the ecological perspective.
The period 0-6 yr. is considered “the imprinting” because of its consequences on development and on health. Cross-cultural studies highlight how motor skills are depending on experience. Different types of children’s care provide different development. It is important to promote physical activity in kindergarten,
where Italian children spend a lot of time, in order to improve health, anticipate dangerous situations, and prevent chronic disease.
The beliefs of teachers have a very important role in the development of children.
The aims of this research are: 1. to know the beliefs of teachers about motor development; 2. to know how teachers organize motor activity and environment in Italian kindergartens; 3. to define a body-mind theory of the teaching relationship; 4. to promote motor activity in kindergartens; 5. to help teachers to plan “evidence based” motor activities.