Including Rhythmic and Expressive Activities in the Routine of Pre-School in Piracicaba, Sao Paulo, Brazil

Nowadays children have been brought early to school in order to reach better development. Studies have demonstrated an association between motor development and cognitive or social development, but studies have shown there are few opportunities for children to engage in physical activities in nurseries and preschool which can risk the global development of the children. So physical activities in early education levels need to improve. The aim of this study was to implement physical activities in the routine of a daycare institution. It was done in a public daycare center at Piracicaba, SP, Brazil. The institution’s coordinator, four teachers, 22 children between four months to five years old and their parents, took part in this study. Rhythmic and expressive activities were offered. The program’s planning, implementation, and assessment were conducted with the teachers and the coordinator through weekly classes and meetings twice a week with the kids. Classes and meetings were recorded in a diary. There was no systematic motor activity before the beginning of the program and not even dedicated space for it. The results indicated that children had opportunities to perform basic motor skills, and to explore different aspects of musical rhythm. The children’s parents reported to be satisfied with the implemented changes in their routine and the children started doing these activities at home. Teachers reported that important relationships were established among the children. Exchanges between the Physical Education and Pedagogy knowledge provided an optimized environment to improve physical activities in such preschools. The implemented changes on the routine with the implementation of motor activities built a rich interdisciplinary experience which fosters in children perseverance for motor activities.