The Impact of a Weekend Dance Program on Social-Emotional Learning Among Young Children

Mancheng Lei; Siman Lei; Yan Wang; Tanjian Liang

doi:10.30564/jiep.v6i1.5324

The Impact of a Weekend Dance Program on Social-Emotional Learning Among Young Children

Mancheng Lei (Macau China Society of Physical Education and Sport Pedagogy, Macau, China)
Siman Lei (Faculty of Education, University of Macau, Macau, China)
Yan Wang (Faculty of Education, University of Macau, Macau, China)
Tanjian Liang (Sport and Movement Studies, Central Washington University, United States)

Article ID: 5324

DOI: https://doi.org/10.30564/jiep.v6i1.5324

Abstract

Dance and movement encourages socialization promoting children's social and emotional skills. This study aimed to examine the impact on the SEL of children after a weekend dance program.

METHOD: This study employed a quasi-experimental controlled trial design with 60 children aged 5-6 in Fujian Province, China. Participants were randomly assigned to either an integrated dance program group (n=30) or control group (n=30). The weekend dance program was led by professional instructors and consisted of 12 weekly lessons, each lasting 50 minutes. Pre- and post-measurements were taken using the Social-Emotional and Character Development Scale (SECDS) and the Preschooler Gross Motor Quality Scale (PGMQS) to assess changes in social-emotional learning and gross motor skills. Repeated-measures ANOVA tests were conducted to determine the impact of the integrated dance program.

RESULTS: The study found a significant difference in the changes between the two groups, indicating that the weekend dance program had a positive impact on the social-emotional behavior and motor skill quality of the children who participated compared to the control group. Specifically, the participants in the dance program group demonstrated significantly greater improvements in their social-emotional behavior and motor skill quality compared to those in the control group.

CONCLUSION: The study provides preliminary evidence that an integrated dance program can promote social-emotional development and gross motor skills in young children. After-school dance activities may help to improve children's well-being. Further research is needed to understand the underlying mechanisms and to evaluate alternative arts-based therapies.

Keywords

Dance program; Culture and art center; Young children; Social-emotional learning; Motor skills

Full Text:

PDF

References

[1] Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers: A Systematic Review and Meta-analysis. JAMA Netw Open, 1(8), e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727

[2] Borowski, T. (2019). CASEL’s framework for systemic social and emotional learning. https://measuringsel.casel.org/wp-content/uploads/2019/08/AWG-Framework-Series-B.2.pdf

[3] Gallahue, D. L. (1982). Understanding motor development in children.

[4] Georgios, L., Ioannis, G., Olga, T., Dimitris, C., & Maria, K. (2018). The Effect of a Traditional Dance Program on Health-Related Quality of Life as Perceived by Primary School Students. Journal of Education and Training Studies, 6(1), 96-103.

[5] Green Gilbert, A., & Smith, H. P. (1992). Creative dance for all ages: A conceptual approach. Reston, VA: American alliance for health, physical education, recreation and dance.

[6] Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and Emotional Learning as a Public Health Approach to Education. The Future of Children, 27, 13-32. https://doi.org/10.1353/foc.2017.0001

[7] Hanna, G., Patterson, M., Rollins, J., & Sherman, A. (2013). The Arts and Human Development: Framing a National Research Agenda for the Arts, Lifelong Learning and Individual Well-Being. 81-1211. https://www.arts.gov/sites/default/files/TheArtsAndHumanDev.pdf

[8] Ji, P., DuBois, D. L., & Flay, B. R. (2013). Social-Emotional and Character Development Scale: Development and initial validation with urban elementary school students. Journal of Research in Character Education, 9, 121-147.

[9] Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting Social and Emotional Competencies in Elementary School. The Future of Children, 27, 49-72. https://doi.org/10.1353/foc.2017.0003

[10] Keeley, B., Ed.; Little, Céline, Ed. (2017). The State of the Worlds Children 2017: Children in a Digital World. United Nations Children's Fund (UNICEF).

[11] Lai Keun, L., & Hunt, P. (2006). Creative dance: Singapore children's creative thinking and problem‐solving responses. Research in Dance Education, 7(1), 35-65.

[12] Lobo, Y. B., & Winsler, A. (2006). The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers. Social Development, 15(3), 501-519. https://doi.org/https://doi.org/10.1111/j.1467-9507.2006.00353.x

[13] Lorenzo-Lasa, R., Ideishi, R. I., & Ideishi, S. K. (2007). Facilitating Preschool Learning and Movement through Dance. Early Childhood Education Journal, 35(1), 25-31. https://doi.org/10.1007/s10643-007-0172-9

[14] Lykesas, G., Tsapakidou, A., & Tsopmanaki, E. (2014). Creative Dance as a Means of Growth and Development of Fundamental Motor Skills for Children in First Grades of Primary Schools in Greece. Asian Journal of Humanities and Social Studies, 2(1). https://www.ajouronline.com/index.php/AJHSS/article/view/982

[15] McCabe, P. C., & Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48(5), 513-540. https://doi.org/10.1002/pits.20570

[16] Menzer, M. (2015). The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation: A Literature Review and Gap-Analysis (2000-2015). https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf

[17] Mustafaoğlu, R., Zirek, E., Yasacı, Z., & Özdinçler, A. R. (2018). The negative effects of digital technology usage on children’s development and health. Addicta: the Turkish journal on addictions, 5(2), 13-21.

[18] Nandini Chatterjee Singh, A. D. (2022). Rethinking learning: a review of social and emotional learning for education systems. UNESCO MGIEP. https://unesdoc.unesco.org/notice?id=p::usmarcdef_0000373890

[19] Rossberg-Gempton, I. E. v., Dickinson, J. L., & Poole, G. D. (1999). Creative dance: potentiality for enhancing social functioning in frail seniors and young children. Arts in Psychotherapy, 26, 313-327.

[20] Schwarzer, C., Grafe, N., Hiemisch, A., Kiess, W., & Poulain, T. (2022). Associations of media use and early childhood development: cross-sectional findings from the LIFE Child study. Pediatr Research, 91(1), 247-253. https://doi.org/10.1038/s41390-021-01433-6

[21] Sun, S. H., Zhu, Y. C., Shih, C. L., Lin, C. H., & Wu, S. K. (2010). Development and initial validation of the Preschooler Gross Motor Quality Scale. Res Dev Disabil, 31(6), 1187-1196. https://doi.org/10.1016/j.ridd.2010.08.002

[22] Thayer, A. J., Campa, D. M., Weeks, M. R., Buntain-Ricklefs, J., Low, S., Larson, M., & Cook, C. R. (2019). Examining the Differential Effects of a Universal SEL Curriculum on Student Functioning Through the Dual Continua Model of Mental Health. The Journal of Primary Prevention, 40(4), 405-427. https://doi.org/10.1007/s10935-019-00557-0

[23] Theocharidou, O. (2017). The effectiveness of a creative dance program based on the Laban theory, relating to the quality of life perceptions associated with the health of students/three in primary education. Unpublished MA Dissertation, Aristotle University of Thessaloniki.

[24] Walter, O., & Sat, E. (2013). Dance and its influence on emotional self-control and regulation and emotional intelligence abilities among early childhood-aged children. International Journal of Arts & Sciences, 6(4), 77.

[25] Wang, Y., Yang, Z., Zhang, Y., Wang, F., Liu, T., & Xin, T. (2019). The Effect of Social-Emotional Competency on Child Development in Western China [Original Research]. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01282

Refbacks

There are currently no refbacks.