This study examined the introduction of biodance in kindergartens together with the implementation of the principle of biocentric education, with an emphasis on affectivity, to create a caring climate and encourage meaningful interactions between children and between kindergarten staff and children. The research question was: How would the introduction of biodance and the implementation of biocentric education in kindergartens achieve these goals? This was a qualitative study. The data was collected in Israel in the years 2017-2019. Study results show that biodance in kindergartens enabled situations that required children to address the emotional and social aspects of their interactions. Consequently, the resonance of positivity in the kindergarten has intensified considerably and the atmosphere has become increasingly affectionate, welcoming and sharing, and positive gestures have increased considerably. The communication between the kindergarten staff and the children has undergone a change and has become noticeably more affectionate than it was at the beginning of the process.