This study explores how integrating music-movement pedagogy and creative drama can enhance embodied expression and intercultural sensitivity in early childhood education. While intercultural education is a central priority within European educational policy, classroom practices in early childhood settings frequently remain predominantly cognitive, relying on verbal explanations and symbolic representations of culture (Byram, 2008; OECD, 2016). Such approaches may restrict young children’s opportunities to experience cultural diversity through sensory, emotional, and bodily engagement.  Embodied learning research highlights that learning extends beyond cognitive processes, being deeply rooted in bodily and affective experiences shaped through movement and physical interaction (Shapiro, 2019; Wilson, 2002). In early childhood education, bodily engagement is especially critical, as children primarily acquire knowledge through action, imitation, and play (Glenberg, 2010). Music-movement pedagogies, such as Dalcroze-based approaches, offer structured opportunities to foster rhythmic awareness, motor coordination, and expressive movement (Juntunen, 2004). Likewise, creative drama practices nurture imagination, empathy, and social interaction by allowing children to explore meaning through role-play and embodied storytelling (Kao & O’Neill, 1998; Wright, 2015). Nonetheless, classroom-based empirical studies that merge these approaches within intercultural learning contexts remain scarce (Bamford, 2006; Winner et al., 2013).  The main research question guiding this study is: How does the integration of music-movement activities and creative drama practices influence young children’s embodied expression and intercultural sensitivity in early childhood classrooms?  The study also addresses the following sub-questions:  1. What changes occur in children’s bodily expression and movement patterns during the intervention process? 2. How do children’s responses to culturally diverse musical materials evolve over time? 3. What pedagogical challenges and instructional adaptations emerge during classroom implementation?  The research is informed by three interconnected theoretical perspectives. First, embodied learning theory conceptualizes the body as an active agent in meaning-making and underscores the importance of sensorimotor experience in cognitive and emotional development (Varela et al., 2017; Shapiro, 2019). Second, arts-integrated pedagogy positions artistic practices-such as music and drama-as mediators of social, emotional, and cultural learning, emphasizing participatory and experiential environments (Eisner, 2002; Bamford, 2006). Third, the study draws on intercultural education theory, particularly approaches that prioritize openness, dialogical engagement, and respect for cultural diversity, rather than static representations of culture (Byram, 2008; UNESCO, 2013). These perspectives are congruent with European educational frameworks that advance intercultural competence as a key lifelong learning outcome (European Commission, 2018).  Methodologically, the study adopts a qualitative-dominant action research design, enabling the exploration of pedagogical change within an authentic classroom context while simultaneously facilitating instructional improvement (Kemmis & McTaggart, 2007). Iterative cycles of planning, action, observation, and reflection permit the ongoing adaptation of teaching strategies based on children’s responses and evolving classroom dynamics (Reason & Bradbury, 2008).  The intervention takes place in a preschool classroom in Türkiye, incorporating music and movement activities drawn from six culturally diverse musical traditions: Anatolian, Balkan, African, Latin American, East Asian, and Middle Eastern. Although situated within a local educational context, the study addresses internationally relevant challenges, such as increasing cultural diversity in early childhood classrooms, the necessity for inclusive pedagogies, and the rising emphasis on embodied and arts-based learning approaches (OECD, 2016; UNESCO, 2013).  By foregrounding bodily expression as a medium for intercultural learning, this research contributes to ongoing international discussions regarding developmentally appropriate, inclusive, and experiential approaches in early childhood education. The findings are anticipated to offer practical insights for educators and to enrich the broader literature on embodied learning and intercultural pedagogy.

This study will utilize a qualitative-dominant action research design to examine and enhance classroom-based pedagogical practices that integrate music-movement and creative drama in early childhood education. Action research is chosen to allow for iterative cycles of instructional planning, implementation, observation, and reflection within an authentic classroom setting (Kemmis & McTaggart, 2007). Participants: The research will be conducted in a public preschool classroom in Türkiye, involving approximately 12-20 children aged 4-6 years. Purposeful sampling will be used to select a naturally occurring classroom environment. The classroom teacher will collaborate with the researcher throughout the intervention. Prior to data collection, parental informed consent and institutional ethical approval will be obtained. Intervention Procedure: The intervention will last 6 weeks, with 1 30-minute session per week. Each session will follow the instructional structure outlined below: • Dalcroze-based rhythmic warm-up activities • Creative drama-based embodied expression and cultural story enactments integrated with culturally diverse music • Reflective sharing circle Music and narrative materials will be selected from Balkan, African, Latin American, East Asian, European, and Middle Eastern cultural contexts and incorporated into the sessions. Throughout the intervention, emphasis will be placed on active bodily engagement, rhythmic coordination, group interaction, and symbolic movement expression. Data Collection Instruments: Multiple data sources will be triangulated to enhance trustworthiness. Primary qualitative data will include researcher field notes, reflective journals, classroom video recordings (pre- and post-intervention), and semi-structured teacher interviews. Additionally, a structured observation rubric will be used to document changes in children’s bodily expression, rhythmic-motor coordination, spatial use, and openness to culturally diverse musical materials. Child-friendly reflection tools, such as emotion cards and short verbal responses, will be used to capture children’s affective reactions to the activities. Data Analysis: Qualitative data will be analyzed using thematic analysis, following Braun and Clarke’s six-phase framework. Video recordings will be subjected to focused movement analysis to identify patterns of bodily expression and interaction. Observation rubric scores will be analyzed descriptively to support qualitative findings and illustrate pre- and post-intervention trends. This multi-source analytic approach is expected to provide a comprehensive understanding of pedagogical change, learner engagement, and embodied learning processes within the classroom context.

This study is expected to provide empirical insights into how arts-integrated, embodied pedagogical practices can support intercultural learning and expressive development in early childhood education. The integration of music-movement activities and creative drama is anticipated to promote greater diversity in children’s bodily expression, enhance rhythmic-motor coordination, and increase engagement during culturally diverse learning activities. At the classroom level, the intervention aims to foster more inclusive participation, with children demonstrating increased openness to unfamiliar musical sounds and movement styles. Through repeated exposure to culturally diverse artistic materials, children may develop more positive attitudes toward differences, expressed through curiosity, willingness to participate, and collaborative interaction with peers. The action research design is expected to capture individual differences and contextual factors that shape learning processes. From a pedagogical perspective, the study seeks to generate practical knowledge on how early childhood teachers can integrate music, movement, and drama into intercultural learning activities in developmentally appropriate ways. The iterative cycles of planning, implementation, and reflection are anticipated to reveal both instructional challenges and effective teaching strategies that can inform future classroom practice. On a broader scale, the findings are expected to contribute to international discussions on embodied learning and arts-based education by providing classroom-based evidence from an underrepresented educational context. By highlighting the importance of bodily experience in intercultural learning, this study may support the development of more experiential, inclusive, and child-centered approaches in early childhood education. Overall, the study aims to bridge theoretical perspectives on embodied cognition and intercultural education with practical classroom implementation, offering implications for curriculum design, teacher education, and educational policy.

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