DANCE AS AN EDUCATIONAL LANGUAGE FOR DEVELOPING BODY AWARENESS AND SPATIAL COGNITION IN EARLY CHILDHOOD

In early childhood, the body is the primary means through which children engage with the world, essential for overall development. Yet, pedagogical practices often overlook the centrality of the body and the educational potential of dance. This theoretical-reflective study critically analyzes dance as a mediator of body schema and spatial perception, understanding it as a unique educational language integrating sensations, emotions, movements, and symbolism. Using a qualitative, analytical-conceptual approach grounded in literature on psychomotricity, somatic education, body pedagogy, and anthropology, the study highlights that dance promotes body awareness, creativity, and meaningful spatial and social interactions. Unlike structured motor activities, it fosters expressiveness, autonomy, and subjective development. The discussion emphasizes transcending reductionist views confining dance to recreation, advocating its integration into early childhood curricula. The study concludes that recognizing dance as pedagogical practice requires changes in teacher training, curriculum, and policy, supporting holistic education valuing the body as central learning space.