Teaching the body : modeling institutional norms for embodied participation through dance and song in a preschool classroom
The present study took place in a five-year-old classroom in a Spanish-immersion preschool. On a daily basis, children were expected to participate in co-operative activities such as singing or dancing, which provided opportunities both for students to keep their bodies stimulated, while also gaining a level of attunement to the group objective. I thus began to ponder how the children’s bodies were socialized into “appropriate” and “inappropriate” forms of movement and discipline, as well as fostering a sense of teamwork within the class. All of these phenomena will be explored qualitatively through an Interaction methodology with the goal of improving knowledge on the ways the bodies of young children are regimented towards societal norms through participation in co-operative creative genres.
Norm enforcement, Conversation analysis, Preschool, Embodied interaction, Linguistic anthropology
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