ABSTRACT

Somatic movement literacy is when one is literate in Body, making meaning from somatic experiences. It is not just developing an understanding about the body, objectively. Oriented around somatics and embodied cognition, this article will present a framework of somatic movement literacy developed by Paul Linden to be mapped onto arts-based, phenomenological findings of the lived experience of three young children in their preschool mindful movement classes.Methods of arts-based educational research, such as bodily writing, Laban Movement Analysis, and phenomenological methods were originally applied to understand young children’s experiences with a mindfully somatic pedagogy. The initial findings were mapped onto Linden’s framework of somatic literacy to investigate if this mode of literacy could be fostered with preschool aged childrenSomatic movement literacy was found to involve aspects of agency, Body-awareness, cultural community membership, experiential knowledge, and physical proficiency. Findings demonstrated that young children are capable of understanding who they are, what is happening internally and externally through movement and bodily learning, and how their lives are interconnected with others.

摘要

躯体运动素养是指一个人在身体方面有素养，从躯体体验中获得意义。这不仅仅是发展对身体的理解，客观的。围绕躯体学和具身认知，本文将介绍由 Paul Linden 开发的躯体运动素养框架，该框架将映射到三个幼儿在学前正念运动课程中的生活经历的基于艺术的现象学发现。 艺术方法-以身体写作、拉班运动分析和现象学方法等为基础的教育研究最初被用于通过有意识的躯体教学法来理解幼儿的经历。最初的研究结果被映射到林登的身体素养框架，以调查这种识字模式是否可以培养学龄前儿童的身体运动素养被发现涉及代理、身体意识、文化社区成员、经验知识和身体能力等方面。