Undervisning i dans i förskolan – en rörlig verksamhet

The study investigates kindergarten teachers’ experiences of and didactic reflections on teaching dance. The research question is: How can dance teaching be understood in relation to content and methods in kindergarten?

The results show that dance in kindergarten is a dynamic activity that can be performed both spontaneously and in a planned manner, and that teaching stimulates children’s learning even when the kindergarten teacher does not actively participate in the dance. The teaching is also thematic and flexible in terms of time, space and the size of the group of children. The relationship with the children, kindergarten staff and parents is important for the children’s participation and the content of the teaching. In addition, it appears that the gender perspective plays an important role in challenging traditional norms in kindergarten dance activities.

The study is based on an action research project in which dance was worked on from a gender and equality perspective. The study was conducted together with three kindergarten teachers and a kindergarten coordinator from two kindergartens in one of the three largest cities in Sweden. The data include physical meetings, discussions and documentation in the form of video, images and written reflections. Various dance activities in kindergarten were analysed, including the children’s role in the dance and how digital tools were integrated into the activities.

Lindqvist, A., & Pastorek Gripson, M. (2022). Undervisning i dans i förskolan – en rörlig verksamhet. Pedagogisk forskning i Sverige, 27(2): 119–143.