We selected, as the central study object, the Expression and Communication in the area of motor/body expression. The project was called - Creative Dance in School.This study aimed to point Creative Dance as a mean of communication, through a specific language and vocabulary, which empowers the expression of feeling and representation. Also, we intended to deepen the knowledge and develop practices and skills that allow the knowing and experiencing of Creative Dance specific language -Body-Space-Energy-Relationship.

This work aims to highlight the importance of Creative Dance in pedagogical practice in kindergarten, and to articulate the field of artistic expression, in formal learning, and the relationship of body consciousness with the spatial and temporal development.

Therefore, we intended to work on the relationship and interaction in different content areas. In pre-school stage, we can give to children the opportunity to know their body and know how to use and control it, in the best way. A child who develops well her senses can achieve good perceptions, organizing and forming clear images for the future and establish a good relationship with herself and others around her.

It was developed with a group of 25 children between 3 and 5 years from school EB 1 / JI Alto da Peça, in the locality of Alcabideche, Cascais municipality.

The question of research was: What is the potentiating role of Creative Dance in the acquisition of learning at the different content areas?

Thus appear four hypotheses raised on the Laban´s methodology, who helped to build the action plan.
• (Body) Why have body consciousness?
• (Energy / Effort) How can the body dance?
• (Space) Where the body can dance?
• (Value) With whom, and for what, the body is related?

Four key issues have emerged, based on Laban's methodology, to which we desired to answer (Body, Energy/ Effort; Space; Relationship).

Rudolf Laban ( 1938) developed a form of expressionist dance, based mainly on the expression of emotions and whose theoretical basis resided in an analysis, categorization and movement notation system , created by himself . The method of Laban Dance expresses a focused pedagogical method in humans .
All their theories were based on analysis and study of the elements that make up the movement and how they demonstrate . The order passed by realizing the human being through their line and form of movement and how this is demonstrated in several areas of functioning .
Their analysis parameters had the ability to break down stereotypical doctrines regarding to gymnastics and dance . The author believed that a correct reading of each movement potentiated the development of interpersonal relationships of the individual and the improvement of self-knowledge and therefore their quality of life. These theories were being systematized in an educational model that went by the name of Modern Educational Dance

The importance of art comes from the ability to group essencial elements  in child development . Thus, meet and learn different artistic languages, namely, plastic , music , theater and dance. Dance , like other areas of artistic education, should provide ludic, expressive and creative activities. Ludic, in this context ,corresponds to the primary need that children have to experience the capabilities of their body in the first phase of development. According to Battle, (2004, p.20) "arts promote a full human development, allow you to extend notions of reality and create their own identity, promote creative, aesthetic and varied critical experiences, respecting the individuality of each and offer freedom in solving problems".
We recognize the dance as an art form with educational principles enhancer expressive and communicative abilities in children, in order to maximize light-reflecting minds.

Batalha, A.P. (2004). Metodologia do ensino da dança. Cruz Quebrada: Serviço de Edições da Faculdade de Motricidade Humana. Gomes, S. Castilho, J. & Calazans, J (2003). Dança e Educação em Movimento. São Paulo: Cortez. Laban, R. (1990) Dança Educativa Moderna. São Paulo: Ícone. Mommensohn, M., & Petrella, P. (2006). Reflexões sobre Laban, o mestre do movimento (1ª ed.). São Paulo: Summus. Nanni, D. (2003). Dança educação, pré-escola a universidade. (2 ed.). Rio de Janeiro: Sprint. North, M. (1990). Movement and dance education. UK: Northcote House.