Movement and Play in Early Childhood Education¶

NICA e.V., Halle, Germany
Written by Marc Bielert

Project Overview and Context¶

This case study explores a long-term circus workshop delivered in a kindergarten located in a socially disadvantaged area of Eastern Germany. The project became a valued and consistent part of the weekly routine, engaging a highly diverse group of children aged 1.5 to 6 years. According to the kindergarten director, approximately 90% of the children spoke German as a second or even third language. This linguistic landscape created a persistent communication challenge: some children had learned to signal understanding to please adults, even when confused.

This required facilitators to develop strong sensitivity to both verbal and non-verbal cues. The team, composed of two facilitators with 4 to 15 years of experience in inclusive circus work and academic backgrounds in Educational Sciences and Social Pedagogy, encountered a familiar reality in under-resourced communities: a dedicated but understaffed educational team. This limited the kindergarten’s ability to offer individualized support, making the external workshop a welcomed addition to the children’s lives.

Philosophy and Pedagogical Approach¶

The project was guided by a simple yet powerful principle: children are exposed to a wide variety of movement experiences in a playful setting. The pedagogical approach emphasized equality, eye-level interaction, and the creation of a low-pressure, exploratory atmosphere. Success was defined not by performance, but by engagement, curiosity, and the freedom to try, fail, and try again.

This gentle environment coexisted with clear structure and boundaries. Facilitators maintained rules and adult authority when needed, ensuring safety and group cohesion. At the same time, children were encouraged to navigate minor social conflicts independently, fostering negotiation and self-regulation skills.

Materials and Environment¶

Workshops were held in a small sports room transformed using both specialized and traditional circus equipment, including:

Juggle Boards, enabling structured pattern exploration without scattered balls
Newton Devices, for controlled tossing and coordination
Curved Wobble Boards, for balance, crawling, and rolling
Parkour elements, such as beams and mats for gross motor development
Later additions: poi, hula hoops, scarves, and spinning plates to enrich sensory and movement variety

This environment was designed to be both inviting and developmentally supportive, allowing children to explore movement freely while fostering key motor skills.

Workshop Design for Toddlers (Ages 1.5–3)¶

Participation was always voluntary. To ensure fairness, children were selected through a mix of random choice and educator recommendation. The team aimed for a low trainer-to-child ratio (ideally 1:4) to provide the individual attention otherwise unavailable.

Each 60-minute session followed a ritualized structure:

A welcome song with movement created rhythm and psychological safety
Immediate engagement with physical play, including parkour and Juggle Board games
Finger-plays and familiar songs provided structure and focus
To prevent overstimulation, no recorded music was used—only live group singing
A farewell song and a coloring picture as a participation token closed the session

This predictable sequence offered comfort and rhythm to a group too young for complex narrative structures.

Workshop Design for Pre-Schoolers (Ages 4–6)¶

The 90-minute sessions for older children built upon the same foundations but were enriched with a narrative arc. Each session was tied to one of five stories, each linked to a puzzle piece that served as a motivational and symbolic anchor.

The activities followed a dynamic flow:

High-energy parkour
Focused coordination with the Newton Device
Cooperative, calming play on the Juggle Boards

As children completed each phase, they earned a new puzzle piece, creating a sense of progression and excitement. Recorded music and movement games like freeze dance were incorporated to sustain energy and enjoyment.

Outcomes and Observations¶

Short-term outcomes were consistently positive. Children were joyful and deeply engaged. Facilitators observed improvements in physical abilities (balance, coordination), cognitive development (concentration, focus), and social confidence.

A striking observation was the sustained attention of toddlers. Children as young as 1.5 years remained focused for the entire session—a fact noted with astonishment by the regular educators.

The project’s strengths—eye-level interaction, low-pressure play, and empowerment in conflict resolution—created a deeply nurturing environment. However, the very success of the program posed a challenge: demand consistently exceeded capacity. The children's enthusiasm made it emotionally difficult to limit group size, and the ideal trainer ratio was occasionally stretched.

Evolving Practice and Future Directions¶

Over its seven-year evolution, the project methodology has continued to adapt. For the older group, facilitators are now shifting away from rigid narratives toward more open-ended, child-led activities. Traditional circus skills like poi and plate spinning are becoming more central.

Additionally, facilitators are incorporating children’s favorite songs into free-play segments, enhancing personal relevance and emotional connection. The project continues to explore how to maintain its core values of inclusivity and engagement, while responding flexibly to changing needs and interests.

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