PERCEPTIONS OF FUTURE KINDERGARTEN TEACHERS ON THE USE OF EMBODIED LEARNING WHEN APPROACHING WORKS OF ART IN PRESCHOOL EDUCATION

The purpose of this study is to explore the perceptions of future kindergarten teachers on the use of embodied learning in the preschool classroom with an emphasis on movement that comes from exposure to works of art in museums or in the classroom.For this purpose, we used a google forms questionnaire with open-ended and closed-ended questions administered to 45 undergraduate students in the Department of Preschool Education at the University of Crete.Specifically, we asked for their views on their previous experiences with museums and on the application of movement when approaching works of art.According to the respondents, museums are mainly seen as places of art and exhibits, while they point out that they lack educational museum learning activities.They also agree, with the educational practice of visiting a cultural site or using works of art in the kindergarten classroom.The implementation of embodied learning to approach works of art is supported by the participants.They believe that movement contributes to the sensory experience of exhibits and works of art, to the approach of difficult concepts and to a better understanding and retention of knowledge through experience, body and senses.Furthermore, they point out that works of art can act as a stimulus for children's motor activation and that movement and the experiences associated with it play an important role in the expression of emotions, development and learning.Finally, participants express their desire for workshops on how to approach works of art through embodied learning in their university curriculum.