Babies rock side to side. Toddlers wiggle, wobble, reach, and grab. Young children jump and swing their arms in the air. Dance is innate in children, as their brains and bodies actively seek opportunities for movement and sensory exploration (Piaget, 1964). There are many benefits of dance in early childhood education.

The Importance of Dance in Early Childhood Education

Despite the natural inclination toward movement, it’s often not intentionally integrated into curriculum planning (Davies, 2003). Research shows that classroom-based physical activity programs, such as dance, effectively increase fitness levels and improve on-task behavior throughout the day (Werner, Timms, & Almond, 1999).

The National Association for Sport and Physical Education (NASPSE, 2004) recommends that young children engage in at least 30 minutes of planned physical activity daily. However, early childhood educators face challenges in balancing this requirement with the emphasis on educational accountability for academic performance and school readiness.

As a result, children are sitting more and moving less, making preschool dance a creative and joyful solution that nurtures the whole child and supports growth across all learning domains.

Are There Benefits to Dance in Early Childhood Programs?

Absolutely! Dance fosters language and cognitive development. Young children learn through physical and sensory experiences, with studies suggesting that early motor behavior promotes social-emotional and cognitive development that extends beyond preschool years (Winjrosks & vanVeldhoven, 2003; Burns et al., 2004; Murray et al., 2006; Piek et al., 2008).

Additionally, research indicates a correlation between music, dance abilities, and emerging language skills in children (Anvari et al., 2002; Peynircioglu et al., 2002).

Accessibility for All Learners

Dance is inclusive, accommodating diverse learners by inviting them to experience concepts through their preferred learning modalities: visual, kinesthetic, auditory, and tactile. Most children thrive when they can engage multiple modalities simultaneously (Pica, 1995).

Maria West, an early childhood specialist, emphasizes that “learning is integrative.” Traditional educational settings often separate physical, cognitive, and social-emotional domains. However, these domains are intrinsically connected, and facilitating one enhances the others. Dance uniquely allows children to use their entire bodies, hearts, and minds to engage in learning.

Building Confidence and Skills

Dance builds confidence, as physical strength empowers children to move independently, supporting their social-emotional development (Puckett et al., 2007). The expressive nature of dance provides a safe outlet for exploring emotions.

A study on Head Start preschoolers revealed that the focus and concentration cultivated through dance can transfer to other social and academic competencies (Lobo & Winsler, 2006). Group dancing enhances awareness and respect for others, as well as personal and social space. Moreover, structured dance activities help reduce anxiety and depression, offering children healthy ways to manage stress.

Balancing Creative Movement with Dance Techniques

While many early childhood educators recognize the benefits of creative movement, research indicates that developing fundamental motor skills requires a structured approach (Ghaly, 2010). Studies show that developmentally appropriate instruction is more effective than random physical activity (Stork & Sanders, 2008).

Movement patterns involving fundamental skills—like throwing, catching, and hopping—don’t develop naturally with age alone. They require cognitive and physical effort, nurtured through practice, encouragement, and instruction (Stork & Sanders, 2008; Ghaly, 2010). Dance ‘n Beats reinforces 21 key movements that educators can incorporate throughout the day, facilitating storytelling, dramatic play, and music-based activities.

By naming these movements, children develop a vocabulary to express their understanding of movement, which enhances their muscle control. A successful dance program must be substantive. Dance cannot exist in isolation; it must be accompanied by language (Davies, 2003).

Familiarity with diverse movement vocabulary is essential for creativity to thrive. Without it, children risk repeating the same movements, limiting their exploration (Davies, 2003). Structured vocabulary enhances movement experiences, allowing children to communicate and reflect on their learning intentionally (Davis, 1995).

Download the 21 Basic Moves Poster

Use the 21 Basic Moves poster to practice basic dance moves. Then start dancing with Dance ‘n Beats!

The Transformative Power of Dance in Early Childhood Development

Children naturally move to achieve mobility, express thoughts or feelings, and simply because it feels joyful. When their movement becomes consciously structured and performed with awareness, it transforms into dance (National Dance Education Organization, 2013). Planning and organizing physical activities maximize learning opportunities for a variety of physical skills, resulting in a unique curriculum (Stork & Sanders, 2008).

A dance and movement program effectively supports the development of motor and cognitive skills linked to academic performance (Bobbio et al., 2009). Movement-based strategies that encourage self-improvement, creativity, and cooperation positively impact children’s physical and social well-being (Rudisill & Wall, 2004). “Young children need specific and systematic opportunities to learn fundamental skills that will contribute to a lifetime of physical activity. It cannot be left to chance” (Stork & Sanders, 2008).

Dance promotes fitness, fosters friendships, and provides a safe space for emotional expression. It nurtures critical thinking across all learning domains. Plus, dance requires minimal equipment and accommodates diverse learning styles, abilities, and ages. So, whether it’s a sunny day or a rainy one, don’t forget to dance!

4 Easy Ways to Integrate Dance Into Any Program

Social-Emotional Development

• Invite children to express their feelings through dance. Play music and encourage them to embody emotions like happiness, sadness, anger, or fear.
• Use masking tape or chalk to create small circles on the floor for pairs of children to dance together without stepping outside their circle, promoting cooperation and spatial awareness.

Physical Development

• Play a song and have children freeze one part of their body. When the music plays again, they can only move the previously frozen part.
• Support kinesthetic memory by demonstrating two movements (from the 21 Dance ‘n Beats movements). Play a song and have children repeat the movements throughout, naming the combination for a fun reference.

Language & Literacy

• Create a nonverbal story through dance. Listen to a song and encourage children to act out the narrative they hear.
• Spread letters on the floor and dance freely until a letter is called out, prompting children to run to that letter and dance around it until “Free Dance!” is called.

Math & Reasoning

Promote spatial awareness by inviting children to extend their arms and dance freely around the room without touching anyone else.

Explore dance patterns by selecting three movements to perform throughout a song. Encourage children to recognize how movement patterns change between song verses and choruses.

Dance Promotes Whole Child Development

Incorporating dance into early childhood education not only enriches the learning environment but also fosters children’s holistic development. Emphasizing movement and creativity can create a dynamic atmosphere that nurtures growth in all domains of learning.

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REFERENCES

Anvari, S., H., Trainor, L. J., Woodside, J., & Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83, 111–130.

Bobbio, T., Gabbard, C., & Cacola, P. (2009). Interlimb coordination: An important facet of gross motor ability. Early Childhood Research and Practice, 11(2). Retrieved from http://www.eric.ed.gov/PDFS/EJ868538.pdf

Davies, M. (2003). Movement and dance in early childhood. London: SAGE Publications.

Davis, J. (1995). Laban movement analysis: A key to individualizing children’s dance. Journal of Physical Education, Recreation & Dance. 66(2).

Ghaly, W. (2010). The effect of movement education program by using movement pattern to develop fundamental motor skills for children pre-school. World Journal of Sport Sciences. 3(S).

Lobo, B. & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of Head Start preschoolers. Social Development. 15(3).

National Dance Education Organization. Standards for dance in early childhood. (2013). Retrieved from http://www.ndeo.org/content.aspx?page_id=22&club_id=893257&module_id=55419

Peynircioglu, Z.F., Durgunoglu, A.Y., & Oney-Kusefoglu, B. (2002). Phonological awareness and musical aptitude. Journal of Research in Reading, 25, 68–80.

Piaget, J. (1964). Development and learning. In R. E. Ripple & V. N. Rockcastle (Eds.), Piaget re- discovered: A report of the conference on cognitive skills and curriculum development. Ithaca, NY: Cornell University, School of Education.

Pica, R. (1995). Selling the benefits of movement classes. Technique. 15(4).

Puckett, M. B., Black, J. K., & Moriarity, J. (2007). Understanding preschool development. St Paul, MN: Redleaf Press.

Rudisill, M. E., & Wall, S. J. (2004). Meeting Active Start guidelines in the ADC-Boykin Program: Preschoolers. Teaching Elementary Physical Education, 15, 25–29.

Stork, S., & Sanders, S. W. (2008). Physical education in early childhood. Elementary School Journal, 108, 197-206.

Werner, P., Timms, S., & Almond, L. (1996). Health stops: Practical ideas for health-related exercise in preschool and primary classrooms. Young Children, 51(6), 48–55.