ABSTRACT
Movement is observable; human motion is a basic form of human communication and a fundamental function of life (Meier et al., 1991). Young children’s movements are carefully documented and analysed as early indicators of motor development (Wade & Davis, 1982). Yet, as parents and educators, we often overlook the potential of movement, with its functional and expressive qualities, both as an authentic means of communication and in the experiences we plan for and have with children. Movement is a language which a child utilises from birth; there are dimensions of efficiency, strength, effort and physical challenge in functional movement but there are also expressive, creative and aesthetic dimensions to the movements children make. Malaguzzi acknowledged this in including movement in the hundred languages that children use (Edwards et al., 1993). Howard Gardner (1983) included bodily-kinaesthetic intelligence as one of his proposed multiple intelligences, and, much earlier, Plato proposed a principle of mind and body harmony-gymnastics for the body and music for the soulas an essential component of education for citizenship.
