Teaching Young Children

By Mignon Furman

How to make dance-class magic with

very young children

In teaching very young children (2- and 3-year olds), teachers need to recognize two self-evident truths: First, the attention span at these ages for any activity is 10 to 15 minutes. You should therefore prepare at least four activities for every 45-minute class. Second, bones are still being formed and should not be strained or stressed. Physical achievement is limited, so keep your goals realistic and do not forget the responsibility that you assume in teaching these young bodies.

Although classes for these young children are not much more than games, they should not be only games. The teaching plan should have an underlying motive: simple movements, expression, attentiveness; the sharing of space with other children and of time with you, or being silent when asked.

Often parents do not realize that these lessons are important aspects of the ballet education that will subsequently follow; they expect their children to learn dance steps. How do you satisfy the parents who, after all, are paying for the class? It is a good political move to call bends “pliés,” stretching of the feet “tendu,” and so on at different lessons. That way both parent and child will feel that ballet is being taught. Having the children come to class neatly dressed, with their hair in a bun, will reinforce the ballet-oriented nature of the class.

At this age children are unable to lift their bodies off the floor in a jump and certainly cannot hop on one foot. Some strengthening exercises need to be devised in the form of games. Children love walking like penguins and having “good” toes and “bad” toes.

The following ideas will keep your classes flowing.

Ribbons and scarves are useful props. You need to have a prop for each child. (Be sure that they are all the same color to prevent trouble.) Tie bows onto a ribbon at regular intervals. The children hold the ribbon at the bow, and so know their place when they do walking on tiptoe, marching, “fairy” runs, or (later) skips. The beginning and end of the ribbon are privileged places that can be shared at every lesson. The two ends can join up to make a circle.

Put hula-hoops on the floor at regular spacing. The children can dance inside or around the hoops. They can then return to their hoops after other activities.

A child who refuses to participate or is being disruptive can usually be distracted by giving her a choice unrelated to the present activity. For example, say, “Would you like to hold my hand or your friend’s hand?” When the child makes the choice, the trouble spot is usually over. Never make any child feel inadequate; try to redirect her energy.

Use teaching assistants. Ask one of your older students to assist in the class by showing the children their places and helping them in the initial stages of movement coordination. Make certain that your helper has an appropriate personality, but never relinquish control of the class.

Three-year-olds can be quite active. Try lowering your voice to a whisper. The children will not want to miss anything and will listen, as if to a secret. If you feel that their attention is fading, do something energetic with them like jumping to catch a star, leaping over a river, or being blown from side to side by a strong wind. Of course, you do not have to wait for them to lose attention to do these activities. But children who are climbing on the barres are sending a clear message to the teacher.

Remember your role in the class. Do not pressure yourself to get the children to do what they physically cannot do. They must look forward to their classes as an enjoyable experience. No matter what, always be in a cheery mood. Smile a lot, and talk clearly in simple words. You will need an endless supply of patience. Prepare your class so that you never find your brain racing to think of something—anything—to do next.

Most of all, keep in mind how privileged you are to be teaching these young, bright-eyed, adorable young people who have complete confidence that you will lead them, if only for a short time, into an imaginative world that is their own.