The aim of the present thesis is to analyse the planning of dance activities of pre-school children in the Central Slovenia region. Our interest was focused on the standpoint of pre-school teachers to the integration of the art of dance in kindergartens, on the frequency of the planning of dance activities, on the kind of the most frequently planned dance activities and on the question if pre-school teachers connect dance activities with other fields from the Curriculum for kindergartens. We also wanted to establish whether there are any differences in the planning of dance activities related to the age of pre-school teachers and if there are differences between the first and the second periods of age.
The thesis is divided into two parts: the theoretical one and the empiric one. In the theoretical part dance education and its characteristics are defined. The theoretical part gives the definition of dance in the Curriculum for kindergartens and dance in integration with other fields. We procede with the definition of activities of dance and motion which comprise relaxing activities, children's folk dances, learning of dance choreography, dramatization in dance, »banses«, »bibaries«, spontaneous motion, manipulation with things, movement and dancing in a ring and creative movement in the sense of expressing the contents. We conclude the theoretical part with the planning of dance activities.
In the empiric part the results of our research are presented. The data was acquired through a questionnary. Pre-school teachers from four kindergartens: Vrtec pod Gradom, Vrtec Viški gaj, Vrtec Škofljica and VVZ Kekec from Grosuplje participated in the research. There were 80 of them. Data collecting took place in the month of June 2016. We compared the results from our research to the researches done in several kindergartens in Slovenia.
In the kindergartens in the Central Slovenia regions the attitude of pre-school teachers towards the art of dance is positive. However, we established that the pre-school teachers do not plan dancing activities too often. Very frequently they integrate dancing activities with motion. There are however, differences in planning dancing activities arising from the age of pre-school teachers, but they are not significant. There are also some slight differences in planning dancing activities between the first and the second periods of age.