International Journal of Education & the Arts

Citation: París-Romia, G., Blanch-Gelabert, S., & Ciraso-Calí, A. (2026). Encounters between artists, children, and educators: Collaborative learning through the arts. International Journal of Education & the Arts, 27(9). http://doi.org/10.26209/ijea27n9

This paper examines the Interstice project, a European initiative fostering encounters between artists, educators, and children through peer-learning dynamics in early childhood education. The study focuses on collaborative learning methodologies developed in nursery schools in Catalonia, involving Norwegian and Catalan performing artists, teachers, university students, young children and researchers from the Universitat Autònoma de Barcelona. Through immersive artistic experiences, co-facilitated workshops, and reflective practices, the project reshapes traditional educational approaches by embedding the arts as a core pedagogical element. Using qualitative methods, the research highlights transformative effects on teachers' perceptions of art, pedagogical intentionality, and children’s engagement. Results reveal increased teacher confidence in integrating artistic languages, improved relational dynamics, and the development of more creative, inclusive educational environments. Interstice suggests how collaborative artistic practices can foster sustainable professional growth, enhance early childhood learning experiences, and contribute to building empathetic, reflective educational communities.