Review of European Studies; Vol. 14, No.4; 2022 ISSN 1918-7173 E-ISSN 1918-7181 Published by Canadian Center of Science and Education 26 Biodanza and the Implementation of the Principle of Biocentric Education in Kindergartens Gila Cohen Zilka Correspondence: Bar-Ilan University; Achva Academic College, Israel Received: September 28, 2022 Accepted: October 28, 2022 Online Published: October 30, 2022 doi:10.5539/res.v14n4p26 URL: https://doi.org/10.5539/res.v14n4p26 Abstract This study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate and to encourage meaningful interactions between children, and between the kindergarten staff and the children. The research question was: How would introducing biodanza and implementing biocentric education in kindergartens achieve these objectives? This was a qualitative study. The data were collected in Israel in the years 2017-2019. The study findings show that biodanza in kindergartens allowed for situations that required children to deal with emotional and social aspects of their interactions. As a result, positivity resonance in the kindergarten intensified greatly, and the atmosphere became more and more affectionate, accepting, and sharing, and positive gestures increased substantially. Communication between the kindergarten staff and the children underwent a change and became considerably more affectionate, compared to what it had been at the beginning of the process. Keywords: emotional competence, social competence, interaction, wellbeing, biodanza, dance, body work, empathy, affectivity Introduction Early childhood is a particularly sensitive period: the experiences of early childhood form the infrastructure for the children’s development (Early Childhood OECD, 2021; Phillips et al., 1987; Vygotsky & Luria, 1994; Zilka, 2021). The introduction of biodanza in kindergartens and the implementation of the principle of biocentric education with an emphasis on affectivity was based on belief in the ability of children and kindergarten staff to cooperate, show initiative, lead, learn, explore, and create—all this through ongoing interaction and mutual empowerment of all participants. The understanding was that when such a process takes place, there will be a change in the characteristics of the kindergarten and in the interaction between all involved, especially between the children, and between the kindergarten staff and the children. This process increases the chance for optimal development by balancing risk factors and protection factors. Children need a sensitive environment that reads their signals, provides an appropriate response to their needs, allows them to develop emotional, social, and cognitive abilities, and enables them to be open and to develop (Early Childhood OECD, 2021; Phillips et al., 1987; Vygotsky & Luria, 1994). The present study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate, and to encourage meaningful interactions between children, and between kindergarten staff and the children. An affectionate climate (Pianta et al., 2008; Reyes et al., 2012; Wilson et al., 2007; Zilka, 2022) is determined by the quality of interactions between children and adults, and separately between the children themselves and between the adults as a group. An affectionate climate allows children to reach their academic, social, and emotional potential, to promote coping skills, cooperation, interpersonal communication, and the ability to learn and develop, while addressing the needs of other children. It also makes possible the cultivation and development of interpersonal, group, and intergroup communication, and serves as a basis for developing mutual understanding, and for reciprocity. Biodanza in kindergartens Biodanza (Stueck, 2011; Stueck & Villegas, 2012; Toro, 2010)—bio = life, danza = movement, dance: a dance of life, evoking affectivity, vitality, and creativity through movement, music, and encounters. Biodanza is based on encounters with others that evoke affection, pleasure, vitality, joy of life, health, and quality of life. Rolando Toro Araneda, founder of Biodanza—teacher, educator, anthropologist, scientist, poet, and intellectual—sought a way to create affectionate communication between human beings. He found that the integration between music, movement, and encounters creates