'We put on the music and then the children dance'-Swedish preschool teachers' dance educational experiences

This article investigates and discusses Swedish preschool teachers' work with and understanding of teaching dance. Preschool teachers should teach aesthetic expressions such as dance, according to the curriculum. This study depicts how preschool teachers, in semi-structured group interviews in 18 preschools, describe their work with teaching dance. The results show that early childhood teachers are well prepared for and focused on all children, and let them influence the dance education. They are flexible, oriented towards each child's needs, regard children as competent co-creators, and they cooperate with colleges to inspire each other. However, the respondents rarely mention their own bodily involvement when dance is taught in their preschool. They have difficulties in picturing dance specific knowledge, separated from other learning areas, and many also state that choreographic material seems frightening to them. The lack of own bodily knowledge and choreographic tools is discussed in relation to children's possibilities to develop dance knowledge in their preschools.

Automated summary

The study found that Swedish preschool teachers are well-prepared, flexible, and focused on meeting each child's needs when teaching dance. However, they lack their own bodily involvement, struggle with separating dance-specific knowledge from other learning areas, and find choreographic material intimidating. This lack of own bodily knowledge and choreographic tools may impact children's ability to develop dance knowledge in preschools.