Investigating learning through developmental dance movement as a kinaesthetic tool in the Early Years Foundation Stage (original) (raw)
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Early Childhood Research Journal (ECRJ)
Art is very important in human life, especially for early childhood development. The function of art in education is to develop early childhood development both physically and mentally. Good learning methods are fun and appropriate to the level of children's needs. The learning process seeks to develop the potential for various aspects of development, such as NAM, physical motor, social emotional, cognitive, language, and art. The purpose of this study is to examine literature, articles and research documents that identify the application of dance learning to gross motor skills of early childhood . To develop children's physical motor development, it can be done by using dance learning methods. Learning the art of dance is expressive, creative and imaginative so that it can trigger children's enthusiasm to carry out activities. In addition, learning the art of dance also develops creativity and helps children's physical and spiritual development. Through the basic mo...
Improving Gross Motoric Skill of Early Childhood Through Dance Arts Learning
Proceedings of the International Conference of Early Childhood Education (ICECE 2019), 2020
Young children need a fun exercise for their gross motoric skills. The type and nature of activities conducted should be attractive. It is expected that the overall developmental aspects are increased through the exercise. One of them is through dance. Learning the art of dance performed by teachers should pay attention to the basic elements of dance, both in intra and extra learning to optimize learning objectives. For children who have delay on gross motoric skills with the ability can be increased through this activities. Thus the findings obtained can be used as the control or supervision of the child to exercise gross motoric can be done for all children. This exercise improves basic motion ability of the children in order to improve the quality of life.
Scientia
Efforts to build kinesthetic intelligence need to be carried out from an early age by providing stimulus through the five senses they have, bearing in mind that early childhood is an age group in a unique development process because it occurs simultaneously with the golden age. Kinesthetic intelligence plays an important role in the mind and body to be able to manipulate objects and create movements. With kinesthetic intelligence, children can combine the physical and the mind to produce perfect movements. Kinesthetic intelligence can be stimulated by working on the body and doing activities that require certain limb skills. This study determines whether Betawi dance can be feasible to be proposed as an educational dance to improve the kinesthetic intelligence of children aged 5-6 years. In addition, this study seeks to obtain an overview of dance learning at PAUD institutions in Jakarta. The method used is literature study and observation through field surveys and interviews. The r...
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1988
The purpose of the book is to help teachers develop an understanding of dance in the preschool setting, sense when dance can be a natural extension of classroom activity, and develop skill in planning and leading meaningful dance experiences. The first chapter of this book discusses what dance in preschool education is about and its importance for young children. In the second chapter, the content of movement is presented; these elements are the building blocks from which dance activities are created and provide reference points for developing ideas into class activities. The third chapter discusses general preparation for dance activities, and chapter 4 offers a step-by-step description of the process of developing an idea into a class session. Chapters 5 and 6 discuss the reality of teaching a dance class, and the final two chapters give suggestions for adapting material to particular groups--the very young, the handicapped, and parent-child groups. The appendixes include resource...
The effects of dance education on motor performance of children
This research has been aimed to demonstrate the effects of dance education on preadolescent children. A total of 114 students (56 of whom in dance group/58 in control group) at preadolescent (aged 11±.0 year) and adolescent (aged 14±.0 year) stages participated in the research. Prior to dance classes a variety of tests ranging from motor performance tests, flexibility (sit and reach), dynamic balance (anterior/posterior and medial/lateral), strength (vertical jump and long jump), acceleration (10 m), speed (30 m), coordination (hexagon test) and agility (changing the line test) were conducted. It has been clearly demonstrated that dance education plays an important role on motor development of preadolescent and adolescent children, and comparisons between groups have indicated that children receiving dance education elicit a better line of development.
The Impact of the Experimental Dance Program on the Motor Coordination of Children
Facta Universitatis, Series: Physical Education and Sport, 2019
This research was conducted with the purpose of determining to what extent and how a dance program affects the preschool children's coordination. The sample comprised 65 children of a preschool age (the control group consisted of 31 children, the experimental of 34 children), aged 6 years ± 6 months. The experimental group performed dance activities over a period of 8 weeks (2X35 minutes each week). The control group performed regular activities in the kindergarten. The level of coordination in children was determined applying a BOT-2 test battery (the Bruininks-Oseretsky test of Motor Proficiency). By analyzing the obtained research results, a statistically significant difference was found between the dance and the control group in three variables: Jumping Jacks (0.000), Jumping in place-same sides synchronized (0.012) and Tapping feet and fingersopposite sides synchronized (0.011), respectively. Statistically significant differences between the groups indicate the positive effect of the applied dance program on the development of motor coordination in preschool children using an experimental dance program for twelve weeks. The dance program influences the coordination of preschool age children. The results showed that children participating in the dance program achieved better results in the studied bilateral coordination in three variables, thus recommending its application in the regular preschool curriculum.
Kinaesthetic change in the professional development of Dance Movement Therapy trainees
Body, Movement and Dance in Psychotherapy, 2011
The present study investigates changes in kinaesthetic ability among Dance Movement Therapy (DMT) trainees, as compared to Art Therapy trainees. A field study was conducted using a quasi-experimental pre-post group design. Participants were 42 graduate students. Kinaesthetic ability was evaluated using a table of movement dimensions, based on Laban Movement Analysis (LMA). Tutor evaluation was also included. Results indicated an increase among the DMT group in all areas of kinaesthetic ability. No change was found among the Art Therapy students. The particular combination of therapeutic elements and movement experience in DMT training may be the basis for changes in kinaesthesia. The study resulted in the development of an easy-to-use movement assessment tool based on LMA.
2018
This paper presents development and learning in early childhood as a fully integrated and embodied experience, which is available for use in dance/movement therapy to help pre-school aged children bridge the gap between non-verbal expression and verbal communication. Cognitive, emotional, and social aspects of intelligence begin to accumulate in infancy by physically interacting with the environment. These interactions are enacted and refined through developmental patterns of movement and expression that have been laid out in the frameworks of the Kestenberg Movement Profile, Body-Mind Centering, Laban Movement Analysis, and Bartenieff Fundamentals. The wealth of knowledge, which is accumulated through bodily sensations and interactions with the environment and is initially non-verbal, becomes the foundation for communication with self and others. The gap to be bridged pertains to the transition from the non-verbal and embodied means of growth, learning, and communication of the fir...
One of the main problems in the recent years that have been a matter of concern not only to teachers but also to other parties close to school life, is the treatment of children with learning disabilities. These difficulties act as an inhibiting factor in the educational progress of students and can even lead to social problems. This research work deals with the case study of students attending an integration section within a general class and their diagnosis' states: Mixed Developmental Disorders, Hyperactivity and Dyspraxia of subtle and agile mobility. The survey was conducted in a kindergarten of the Region of Epirus during the school year 2017-2018. Dance, movement, musical and kinetic games as forms of artistic expression according to the New Curriculum of the Kindergarten, were used as tools throughout all of the Cognitive Domains of the programme. Our purpose was the development of corporal consciousness, strengthening self-confidence and self-esteem, preventing and addressing mental, emotional and psychosomatic problems, reducing hyperactivity and dyspraxia of subtle and agile mobility. Through choreographies, musical performances, taking on a role or contacting diverse materials, the pupil is free to express himself/ herself and has the ability and flexibility to move any way he/she desires. Body movement, motion coordination, and body image thematics can help achieve the developmental goals.