ABSTRACT
The arts are deeply suited to assisting young children in understanding their world. In this chapter, we draw on our observations and interviews with teachers from urban, regional and rural schools in Queensland to report on how embodiment is used in Early Years classrooms. Through vignettes, we highlight the diversity of ways that teachers incorporate and plan for movement and embodied learning in their classrooms. We reflect on how embodied learning through arts-based practices assists the learner in constructing knowledge and meaning from the learning experiences.
