The theoretical part of the thesis presents dance education and its importance for children, how dance is defined in the preschool curriculum, the main characteristics of creative movement as a teaching method, and its significance during the preschool period. It also outlines the origins of dance in general, what social dances are, and whether social dances are suitable for preschool children. The thesis further defines creativity and rhythm in children, noting that many authors believe rhythm is innate in children.
The empirical part presents and analyzes six activities conducted in a kindergarten. It compares the children’s responsiveness to activities involving social dances and creative movement. At the beginning of the research, 16 parents signed consent forms for 16 children to participate, but due to a chickenpox outbreak, only 10 children were included in the study. The number of children participating in the activities varied. Two activities were conducted in one day, one in the morning and one in the afternoon. The results and key findings of the research showed that children were more relaxed and responsive during creative movement activities compared to social dance activities.
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