‘Let’s play dancing’
Researching the adult’s role when
using play in Early Years creative
dance
Funded by the
University of Exeter and
Dance Network Active Catalyst Bursary
What is the
adult’s role
when using
play in early
years
creative
dance?
Why use play?
• Stimulates children’s imaginations.
• Gives them a sense of fun and excitement.
• Allows time and space for children to develop
their own ideas and ways of moving.
• Gives them the opportunity to take a lead.
• ‘Isn’t that what art is about?’ (Anttila, 2003,
p248)
Methods
•
•
•
•
•
Observations
Reflections
Photos
Film
Interviews with nursery staff
See
Think
Wonder
Findings
Step
Back
The adult takes a step back and
creates a space for the children to
make their own choices and develop
their own ideas.
So what
does the
adult do?
Interact
with peers
Explore their
chosen
concepts
Have time to
experience
the sensation
of movement
When the adult steps
back, it makes space
for the children to …
Form different
relationships
with adults
Take a
lead
Adapt materials
and ideas
according to
their ideas and
learning styles
Step Back –
children can
interact with
their peers
“It was wonderful to hear the children
discover new skills about their peers,
and possibly see them in a different
light.” EY practitioner
Step Back –
Children can
explore their
chosen concepts
•
•
•
•
Power
Dominance
Superhero play
Playing
with
boundaries
Step Back –
Children have time
to experience
sensation
“I’m flying!”
Step Back –
Children can
adapt
materials
“We’re making a trap!”
Dance became science,
maths or drama.
Step Back –
Children can
form different
relationships
with adults
Children as “co-collaborators”
(Chappell et al., 2011, p.85)
“The time with
Lizzie has
facilitated
relationships
with other
adults.”
EY practitioner.
Defines the
location of play –
facilitates it by
their presence
Offers
provocation
Tunes in
Seizes the
moment
Changes
pace, style
of play
So what does
the adult do?
Creates and
environment
and
atmosphere
Has a
playful
attitude
Communicates
non-verbally
Helps the
children to focus
and concentrate
Preparation and planning
Offer a
provocation
Creates an
environment
and
atmosphere
In the moment interventions
Changes
pace, style
of play
Tunes in
Seizes the
moment
Helps the
children to focus
and concentrate
Having an open playful attitude
“Share the illusion” (Kalliala in
Anttilla, 2003, p.249)
“Don’t go in there
because of the
spider. Now
you’re trapped!”
So what does the
adult do?
Defines the
location of play
“Adults as anchors”
(Bruce, 2004, p25)
What does the
adult do?
Communicates
non verbally.
Play without words was
particularly valuable to
children with English as an
additional language.
Placing the children at
“the centre of the action”
(Anttila, 2003, p.96).
References
• Anttila, E. (2003) A Dream Journey to the Unknown,
Searching for Dialogue in Dance Education. Theatre
Academy: Helsinki
• Bruce, T. (2004) Cultivating Creativity in Babies,
Toddlers and Young Children. Hodder Arnold: London
• Chappell, K, Rolfe, L, Craft, A and Jobbins, V. (2011)
Close Encounters, dance partners for creativity.
Trentham Books Ltd: Chester