The music is pumping as children leap around and wave their arms in time. They are self-assured with the moves and have their favourite songs and dance routines. It's an upbeat start to the nursery day and one that gives everyone a confidence-boost.
These dance sessions are a daily occurrence at Werneth Infant School in Oldham, Greater Manchester. Initially, nursery teacher Dawn Ashcroft introduced dance as a physical activity to attract girls to going outside during the winter months. The activity was held under a shelter in the playground and proved a success with both sexes, to the extent that dance has become a whole school initiative.
The benefits of regular dance sessions are endless - children are being creative, developing gross and fine motor skills, working together, building relationships, gaining self-esteem, to name a few.
'All the children have English as a second language, so it is a big benefit for them to get used to listening to English and the songs' repetition. It helps language learners to get used to the rhythms of English and tune into different sounds. Children can hear the language in a non-threatening way,' explains Mrs Ashcroft.
All join in
The daily nursery dance sessions last for around 25 minutes and are held when children arrive in the morning and afternoon. They take place in a small room off the main nursery and children are free to participate as they wish.
'Some enthusiastically join in, whereas other children choose to stand and observe,' says Mrs Ashcroft. 'We put chairs around the edges of the room with instruments on them so children can sit and join in with the music.'
Familiar music with easy actions, such as 'The Wheels on the Bus', is used at first to help children build confidence. After about two to three months of doing the action songs, staff introduce musical circle games into the sessions. Then an interactive whiteboard is brought in and Boogiebeebies, downloaded from the CBeebies website, is projected on to the screen with topic-based songs to coincide with those investigated in nursery.
Children with special needs are also able to participate - for example, a child with hearing impairment loved the music's beat. 'She enjoyed the activity on the same level as other children,' Mrs Ashcroft says. 'It obviously had an impact, because every time she heard the music she would go over straight away.'
Once children feel at ease with the sessions, a CD player and CDs are put in the main nursery so children have the freedom to choose tracks to dance to and engage with others. Children often adopt the 'teacher' role and take the lead with the memorised actions.
Settling in
The nursery has a staggered intake over four weeks. Staff found that new children's crying could have a negative effect on those who had already settled. Dance sessions are now used to aid the transition by creating a positive atmosphere and acting as a distraction.
'It becomes part of a routine of the day and children gradually come into the room to watch and then often take part,' says Mrs Ashcroft. 'Parents are then able to leave children when they are involved in a happy activity.
'The children start participating as individuals, but eye contact begins and they are soon laughing and sharing a positive experience. This helps build strong relationships - there is lots of fun and being silly. When we move to circle games they have to move together which progresses to co-operating.
'One very shy, quiet boy let his mum leave him in the small dance room. It gave him the chance to express himself physically, while in the main room he was still quite clingy.'
Photos and films are taken of the children dancing and shown to their parents, helping to build trust between staff and parents and encouraging interaction and information sharing.
When it's time to move to reception class, nursery staff tell the reception teacher the children's favourite dances so that they can continue the routine in their new class. This helps the children to feel not only safe, but empowered. Ms Ashcroft says, 'They are able to share the dances with their new teacher and show off - "look what we can do ourselves".'
She says they then progress to Bollywood-style dancing and start to memorise quite complex moves. 'Staff from the Asian community bring in music and choreograph dances. There is a high level of concentration, memorisation and sequence needed. It is good for children to see what they're capable of.'
The nursery and reception classes share an outdoor area. The nursery children soon pick up the Bollywood moves and become familiar with what they will move on to.
At the end of term, children in Years 1 and 2 dress up and put on a Bollywood performance for the whole school and parents. It's an opportunity to show what they can do and a celebration of how they've all benefited from dance.
Top tips for introducing dance sessions
- Don't force children to join in with the dancing. Let them come and go as they wish and leave space for them to just watch others.
- Staff may worry about the sessions being disruptive, but children will soon settle down.
- Gradually progress and change the format of the dance sessions when children's (and staff's!) interest is waning.
- You need to put in 100 per cent energy and exuberance. If you are enjoying the dancing then the children are more likely to as well, so show them you're having a really good time. If you are feeling self-conscious, then the children will pick up on it.
- Look to the nursery community for inspiration for your choice of music. It is good to use some music that is familiar to the children and that they can identify with.
LINKS TO EYFS GUIDANCE
- UC 1.2 Inclusive practice - equality and diversity
- EE 3.4 The wider context - transitions and continuity
- L&D PS&ED Self-confidence and self-esteem (pp28-29)
- L&D CD Creating music and dance (pp111-112)
Resources
- Sticky Kids CDs, www.stickykids.co.uk
- Bollywood music provided by staff and parents
- Boogiebabies downloaded from CBeebies,
www.bbc.co.uk/cbeebies/boogiebeebies
- Basic musical instruments - maracas, claves, homemade shakers
