Importance Of Dance In Education

Introduction
Life is Movement. The first sign of Life within us is the rhythmic beating of the rice-grain sized heart at 7 weeks of inception. That’s when medical science confirms life. To repeat – RHYTHMIC BEATING OF THE HEART – put simply your life is confirmed when the heart starts moving, beating, dancing. Then when you start to float happily and kick your creator from within the womb at 23 weeks, she feels your knees and elbows nudging at her; another sign that you are doing well growing healthily.
The human body itself is governed by movement, from within all the systems communicate to each other with the passage of enzymes, hormones and neuronal communication. The respiratory, digestive, muscular and skeletal system are all again in

Lack of movement due to lack of exploration creates a lack of creative substance Leading to a state of Stagnation. In fact, when we cease to move, we STOP LIVING.
Dance in Education
A dilemma has hit the educators since the demand of the society has been more information oriented rather than focus on learning. The parents often expresses a need of physical activity such as dance or sports for an overall development of the child. However, it never crosses one’s mind that how fun it would be if we collaborate the learning outcomes to the physical exploration. (Stinson, 1988)
Dance in its truest form was meant to be natural, organic, non-competitive and communal. Regular Dancing has been over-stylized with technique and perfection. There is no scope of freedom for the developing imperfect every changing emotional and physical needs of a child. In fact most dance classes are a mere repetition of what the instructor is doing, rather than a coming about of what the child needs. His daily emotional responses, inner fears, complexes are not even

Creative Movement is an art form that is based on natural movement rather than the movement of a particular style of dance. (Stinson, 1988)
Creative movement or dance finds its basis in exploration and discovery giving an edge of imagery learning. In turn the Imagery increases the children’s learning of verbal material. (Pressley, 1977)
Dance-in- Education is a simple amendment to the existing colourful syllabi of every ECE to being in a sense of exploration, serve the need to move of every child, improve gross and fine motor skills, improve balance, coordination and rhythm which further on in life lead to better eye-hand, eye-foot coordination.
Need for Dance and Movement based Curriculum in Early childhood
The Early Childhood Education has a close association with Piaget’s Cognitive Development theory. Piagein schemas require active learning since problem solving skills are something which cannot be taught unless discovered. A curriculum needs to be facilitating intrinsic learning which is discovery based, flexible, make use of environment and involve play as a