How Imaginative Dance Supports Early Years Development

Young children rarely separate movement from imagination. A jump can cross an imaginary river, a turn can become part of a royal ball and a scarf can change into almost anything. That combination is one reason dance can feel so natural in the early years.

Movement skills grow through doing

Running, jumping, twisting and balancing are fundamental movement skills. England’s early years research review notes that dance can support coordination, spatial awareness, core strength and balance. These abilities develop through varied opportunities to move, rather than through pressure to perform a step perfectly.

The UK Chief Medical Officers recommend that children aged 1 to 5 are active for at least 180 minutes across the day. Dancing is included as one of the activities that can contribute. A weekly class is only one part of that active time, but it can introduce movement ideas that children repeat elsewhere.

Stories give movement a reason

An instruction such as “walk slowly” can feel abstract to a toddler. Asking them to creep past a sleeping dragon gives the same movement a purpose. Stories help children connect an action with an image, choice or feeling.

The Department for Education’s review of early years learning also describes the value of creative drama and imaginative storytelling. Role play can support language and social interaction, while guided story experiences give children a way to explore ideas and emotions.

Participation can build gradually

Confidence in an early years class is not always loud or immediate. For one child it may mean moving into the middle of the room. For another, it could be lifting a scarf while staying beside their grown-up.

A supportive class notices those small decisions. Children can watch first, try one part and return when they feel ready. Over time, a familiar rhythm can make the room and teacher feel more predictable.

Dance can support shared attention

Music and movement create moments when a group listens for the same cue or responds to the same change. Young children practise noticing what is happening around them while still making their own choices.

In a nursery or preschool, this can sit alongside the setting’s existing learning. A familiar rhyme may help younger children take part together, while an imaginative theme can invite older preschoolers to contribute ideas.

Simple ideas to try at home

Choose one piece of music and give your child a light scarf or ribbon. Ask where it might travel, then follow their suggestion. You could also move like a familiar animal, freeze when the music stops or make a pathway between two cushions.

Keep the invitation open. If your child changes the story, that is part of the play. The aim is to create a reason to move, listen and imagine together.

Finding the right early years dance experience

Look for teaching that matches young children’s development and gives them time to settle. Breanna’s training includes an Early Years Certification in Dance Education, and the company’s classes use programmes and teaching materials from Once Upon a Ballet.

Families can explore Little Dancer and Storybook Ballet. Nurseries and preschools can see the programmes available for settings, including a free 30-minute introductory trial.

Sources: UK Chief Medical Officers’ physical activity guidance and the Department for Education’s Best Start in Life research review.

With love,
Breanna
Founder, Breanna Keown Company

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