First Advisor

Schwartz, Ray

First Committee Member

Toewe, Anne M.

Degree Name

Master of Arts

Document Type

Thesis

Date Created

12-2025

Department

College of Performing and Visual Arts, Theatre Arts and Dance, Theatre Arts and Dance Student Work

Abstract

The purpose of this thesis was to examine the effects of a structured dance curriculum on the social-emotional learning (SEL) and gross motor development of preschool-aged children with disabilities, specifically those ages three to five, as well as to explore teacher and specialist perceptions of dance as a tool for supporting children’s development. The study was conducted in collaboration with an early childhood education center. Twenty-eight children, ages three to five, participated in ten creative movement sessions designed to promote coordination, balance, and expressive engagement through themed lessons emphasizing emotional awareness and imaginative play.

Quantitative data were collected through observation checklists and emotion chart tracking, while qualitative feedback was obtained from teacher and specialist surveys. Findings revealed significant engagement across sessions with the majority of students demonstrating growth in emotional regulation, confidence, and cooperation. Motor outcomes indicated improvements in locomotor and balance skills, though object control and creative improvisation remained areas of challenge. Teachers and specialists viewed the program as beneficial for promoting self-awareness, participation, and joy in movement-based learning.

The following research questions guided this study:

Q1 Does participation in a structured dance curriculum improve social-emotional learning skills in preschool children with disabilities?iv

Q2 Does participation in a structured dance curriculum improve gross motor development in preschool children with disabilities?

Q3 How do teachers and specialists perceive the impact of dance on children’s motor and social-emotional development?

The small sample size and short program duration limited the generalizability of results. Nevertheless, findings suggested that creative movement could serve as an inclusive and developmentally appropriate strategy for supporting both physical and emotional growth in early childhood. Implications of this study extend to educators, therapists, and curriculum designers seeking integrative approaches to inclusive education. Future research should track dance-based interventions over a longer period and compare outcomes across diverse early childhood contexts.

Abstract Format

html

Keywords

dance-based curriculum; early childhood education; developmental disabilities; preschool children; gross motor development; social-emotional learning; creative movement; adaptive physical education; inclusive pedagogy; structured dance instruction

Language

English

Extent

110 pages

Rights Statement

Copyright is held by the author

Digital Origin

Born digital

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