| The bodies of young children are growing
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| | for some.
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| and changing fast. So it is very
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| | What do you need to look for in choosing
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| important not to demand more physically,
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| | a school? Having made the decision to let
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| and intellectually than they can safely
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| | your child learn to dance how do you find
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| manage. The pre-school years are a time
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| | a suitable teacher? First of all take on
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| to encourage motor skills through a wide
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| | board that retired dancers do not as a
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| range of activities taking place in a
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| | matter of course make good teachers. It
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| variety of settings. There is no doubt
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| | is necessary to understand the social and
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| that it is beneficial to establish an
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| | physical developments of childhood as
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| interest in movement and exercise as
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| | well as child psychology. A teacher must
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| early in life as possible. Childhood
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| | like the younger age groups and be able
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| obesity and its risk to health is a
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| | to strike a rapport with them. The late,
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| growing problem in many areas of the
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| | great Dame Margot Fonteyn said "The art
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| world.
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| | of teaching ballet and the art of dancing
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| Informed opinion is that toddlers and
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| | are two different arts, not always
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| pre-schoolers should have a minimum of
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| | achieved by the same person." Teaching is
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| sixty minutes up to several hours of
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| | a vocation and needs training, knowledge
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| daily, unstructured physical activity.
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| | and experience. Those practising must hae
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| They also should not be sedentary for
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| | sound teaching methods, imagination and
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| longer than an hour at a time except when
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| | boundless enthusiasm. The person in
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| sleeping. Perhaps some children labelled
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| | charge needs to be able to stay in
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| as "hyper-active" actually are not but
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| | control of the class without getting
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| have parents who cannot cope with their
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| | flustered or raising his or her voice
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| energy levels.
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| | unduly.
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| Toddlers at about eighteen months old
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| | Parents should be allowed to watch the
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| will experience music by dancing with
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| | class through a window or TV monitor.
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| happy enthusiasm. This does not mean they
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| | Their presence in the studio itself would
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| are ready for formal classes. They are
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| | be a distraction.
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| not usually sufficiently mature to follow
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| | Numerous types of movement come into
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| the instructions issued in a session, nor
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| | consideration for example as already
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| do they have the necesssary physical
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| | mentioned ballet,and jazz, also
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| control. We must remember that children
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| | improvisational, rhythmic gymnastics (a
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| develop at different rates.
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| | combination of dance and gymnastics) and
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| Reputable schools will not usually take
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| | tap dance to name but a few.
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| little ones for ballet or tap until they
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| | What are the benefits for young children
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| are three or four years old. All
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| | who attend dance classes? They learn such
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| instruction in dance forms such as
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| | skills are listening carefully and not
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| ballet, tap and jazz should directly
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| | talking while instructions are being
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| relate to the childs physical
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| | given. Furthermore they also learn to be
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| development. Physical development and
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| | a member of a group and to take turns.
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| chronological age do not necessarily go
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| | Classes offer the opportuity to move to a
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| hand in hand.
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| | beat, increase musicality and the use of
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| The one to two year old can safely attend
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| | the imagination. Those taking part learn
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| "Mommy and Me" sessions where they have
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| | to express their feelings and emotions
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| the re-assuring presence of someone
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| | physically in a non-aggressive manner.
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| well-known to them. Some establishments
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| | Pupils are helped to become more familiar
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| allow two year olds to take part in a
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| | with their bodies and to use their bodies
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| weekly thirty minute class. There are
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| | creatively. Sessions can also offer
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| schools which start with simple formal
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| | experiences of different cultures. To
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| ballet lessons at three and a half. This
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| | this list of benefits we must add
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| is not necessarily a good idea. It is
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| | physical flexibility, co-ordination and
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| easy to damage young bodies through
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| | cardiovascular and general fitness are
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| faulty teaching. In ballet the "turnout"
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| | improved. Dance lessons are also a
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| if undertaken too early can cause
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| | team-building and confidence-enhancing
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| problems. The "turnout" is the external
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| | activity.
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| rotation of the leg from the hip so that
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| | Dance classes are helpful to all
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| the dancers knees and toes are facing
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| | including children with special needs.
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| away from the body. Undertaking "pointe"
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| | The Children's Hospital in Boston in the
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| (where the dancer rises to the tips of
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| | United States set up a dance program for
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| the toes while performing ballet steps)
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| | children with Downs Syndrome. At the end
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| work too early can lead to deformation of
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| | of the program the participants showed
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| the feet.
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| | decreased body mass index as well as
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| Two to three year olds do not need formal
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| | social benefits, improved general health
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| lessons. They need creative movement
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| | and increased self-confidence.
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| classes where they can let off steam,
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| | To give your young kids the opportunity
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| have fun and use their imaginations.
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| | to learn about dance at a young age is to
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| Pupils under the age of seven should not
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| | give them a wonderful introduction to the
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| take part in recitals. Performing for
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| | aesthetic aspects of life.
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| strangers can be a negative experience
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