Abstract
The objective of this study was to gain understanding regarding the relationship between teachers and very young children, based on aesthetic experience. We sought to identify, from the perspective of Rudolf Steiner and Emmi Pikler, the place of aesthetic experience for teachers who work with children aged 0 to 3 years. Our qualitative empirical research followed the phenomenological method in two private preschools and a public daycare center. The data collection instruments used were: observation of teachers and very young children, field diary records, and semi-structured interviews. Data analysis followed the method proposed by Moustakas (1994) in order to reach the essence of the phenomenon of aesthetic experience in the relationship between teachers and children.
The results demonstrate that by creating humanized and welcoming environments for children, this cultivates the first aesthetic experiences that build sensitive relationships in time and space. On the other hand, teacher sensitivity can be developed in teacher training. Teachers can become aware of the aesthetic relationship, and, in this sense, the relationship takes on its own meaning based on listening and meaningful movements with children. By opening up to the surroundings, respecting the environment around them, teachers can give children a voice.
Keywords: Very young children, aesthetic experience, preschool, early childhood, teacher-child relationship