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 Teaching Tiny
Dancers
By
Debbie Werbrouck
UNITY's
guidelines for educating the young child
The word
“dancer” usually conjures the image of a delicate ballerina
performing on pointe, or perhaps a powerful jazz or modern
dancer. But as all dance educators know, there is a long road
to travel before the fi nished product is reached. They also
know that only a small number of students will carry their
dance training into the professional arena. However, the
experience contributes greatly to the quality of all students’
lives.
Dedicated
dance educators are aware that they are an important factor in
the lives of their students and continually upgrade their own
knowledge and teaching skills in order to offer the best
training possible. To aid educators in those endeavors without
imposing specific syllabuses, UNITY, a coalition of dance
organizations, has adopted a philosophy and set of goals
related to dance training in early childhood. This cooperative
project of a group of dance and early childhood experts is
intended to work within a range of curriculums. The goal of
UNITY in respect to early childhood (ages 2 to 7 years) is to
educate the public as a whole to promote the importance of
dance in everyday life.
Philosophy
Dance in
early childhood is important work that provides lifelong
values. Dance for the young child should be a joyful
experience. Children need to enjoy the process of learning;
when dance classes are fun, they develop a love and
appreciation for the art.
Dance
classes should provide a positive environment and variety of
experiences that promote physical, social, emotional, and
cognitive growth in the child. The physical benefits of dance
class are widely accepted, but the social, emotional, and even
academic learning promoted by a good dance program are less
popularly understood. A well-balanced class addresses the
“whole child.”
Classes for
young children should be child centered. Children develop at
individual rates; thus abilities and talents in early
childhood are extremely varied. The curriculum should consist
of a sequential program that is appropriate to children’s ages
and developmental needs. This will build the students’
self-confidence, understanding and appreciation for their
bodies, and love for movement and dance.
Although
the acquisition of developmental movement skills is important,
dance for the young child should focus on creative movement.
Not yet inhibited by socially accepted expectations, their
imaginations are at a peak, akin to those of skilled artists.
Class exercises that include a variety of sensory experiences
to stimulate the imagination are important. These young
students learn readily and deeply by applying acquired
knowledge to solve problems in new and different ways.
In order to
achieve a balance between fun and learning, dance technique
should be included in a way that correlates to the maturity of
the child. Young children need a class structure that promotes
learning; however, it is also important to nurture each
child’s individual development.
Young
children require experienced and adept teachers who understand
their developmental needs and balance them with organized
classroom management. Subjecting children who are under 3
years of age to a formal dance class is inappropriate; a
developmentally creative class structure is advised,
preferably one that includes parent participation.
Goals
·
To instill
a love of moving and dancing
·
To help
children appreciate and understand the art of dance
·
To create a
positive experience from which children can learn and grow
·
To promote
the development of age-appropriate physical skills
·
To promote
the development of social skills:
a. participating and sharing within a group
b. leading and following
c. appreciating the work of other children
d. developing an awareness of personal space
and respect for the personal space of
others
·
To develop
body wellness
a. understanding and respecting one’s own body
b. learning how to move safely
·
To educate
the parent and community about the importance of appropriate
dance for young children.
Educators
who wish to participate in outreach for this project or who
desire more information on dance in early childhood or the
UNITY organization may contact Debbie Werbrouck, early
childhood committee chair, at dwerbroucksd@ aol.com or P.O.
Box 50-A, Osceola, IN 46561; or Patricia G. Cohen, UNITY
secretary, at 453 High Cliffe Lane, Tarrytown, NY 10591.
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