|  | Feature: Healthy Living Move for Health | No.49 January 2007 |
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Dance as a Health-Promoting Activity for Young Children Rachael Jefferson-Buchanan |
Introduction Whilst there is much evidence to support the role of physical activity in promoting good health, the focus of this presentation is an examination of the intimate relationship between dance and health in young children. The concept of health will be explored in its holistic sense, predominantly through relevant literature that confirms the physical, mental (psychological), social and emotional components of health. Dance activities that are currently taught in United Kingdom (UK) nursery and primary schools will be reviewed, and the potential for dance to become a health-promoting activity for young children will be investigated. This will be briefly discussed within the context of UK government initiatives. Above all, however, the case and need for dance, as well as its importance to children’s health, will be emphasised. Health Early explanations of health focused on it being nothing more than the absence of disease. This was why the 1948 definition of health by the World Health Organisation (WHO) was considered a somewhat ground-breaking statement at the time, because it introduced the three aspects of health: “Health is a state of complete physical, mental, and social well-being, and not merely the absence of disease and infirmity”(1). This historic definition has since been heavily criticised for its unrealistic and idealistic nature, and some sociologists have subsequently proposed that the notion of health is the foundation from which a person can achieve their realistic potential. Health is thus seen to be closely linked with improving people’s quality of life(2). In later years, WHO also identified aspects of health that encompass this viewpoint, providing a rich definition of health that recognises it as a dynamic state: “…the extent to which an individual or group is able, on the one hand, to realise aspirations and satisfy needs; and on the other hand, to change or cope with the environment. Health is, therefore, seen as a resource for everyday life, not the objective of living; it is a positive concept emphasising social and personal resources, as well as physical capacities.”(3) Identifying the various aspects of health raises awareness of its complexity as a concept and the WHO’s 1948 definition also helps clarify the concept of health for this paper. Nonetheless, a fourth dimension, emotional health, will be added to the WHO’s threefold notion of health. Physical Health This is perhaps the most obvious dimension of health and is primarily concerned with the mechanistic functioning of the body. In structural terms, physical health is the ability to move a large muscle mass through such actions as bending, pulling, pushing, twisting, turning, swaying, balancing, rolling and stretching. However, a more widespread understanding of physical health subdivides it into the two areas of physical fitness and physical skills. Mental (Psychological) Health Good health also includes the presence of good mental health. This effectively means the ability to think clearly and coherently, although mental health has been integrated with other aspects of health and defined as “maintaining a good level of personal and social functioning” (DfES, 2001).(4) “YoungMinds” present a similar perspective of mental health, maintaining that “A mentally healthy child feels good about himself or herself, enjoys relationships, learns confidently and overcomes his or her difficulties”.(5) Clearly, a positive mental outlook is an essential component of a person’s health, and no matter what their physical condition is, they will not appreciate their health without this. Social Health Although mental health can be distinguished from social and emotional health, there is an intimate association between all three. In essence, social health means the ability to establish and maintain relationships with other people. Humans are social beings and have a need for social contact, so it is imperative that children learn the social skills of working supportively and effectively with others whilst also respecting the rights of others. The more general social skills of cooperating, negotiating, listening and being empathetic are also essential for future social wellbeing. Emotional Health There is increasing recognition that emotional abilities have been underrated with regard to the role that they play in helping to ensure a healthy, fulfilling and successful life. Howard Gardner’s well-known work on multiple intelligences includes reference to intrapersonal and interpersonal abilities. Albeit implicitly, the first refers to knowing about one’s feelings, while the second pinpoints tuning into the feelings of others (Gardner, 1993). Regardless of intellectual capacities, some people do seem to have emotional stamina that helps them to withstand the stresses and difficulties in life and have empathy with others. Emotional (affective) health incorporates this capacity to cope with stress, tension, depression and anxiety, above all being able to recognise, express and manage emotions appropriately, whilst simultaneously keeping a positive sense of self-worth and self awareness. Holistic Health and Education: Dance for Young Children The above dimensions of health have been individually examined, but it should be recognised that all aspects of health are interrelated and interdependent. This holistic view of health is of great importance when working with young children, and will now be further explored by focusing the discussion upon the health-promoting potential of dance. Physical Health through Dance From approximately 2 to 8 years of age, children lay the foundations for a lifetime of movement. Through exploration and extension of their capabilities, children refine their basic physical skills such as balance and coordination, gaining control over their bodies and the way they move. Clearly, there are basic motor skills in Dance that are essential to learn, in that they will encourage the child to continue their participation in physical activity and consequently enjoy its many health benefits. This is affirmed within the Fundamental Movement Skills (FMS) Resource (Hands et al, 2004), in which twenty-two FMS are categorised and considered central to the development of children’s movement proficiency. Moreover, in terms of the health-related parts of physical fitness, it is clear that a well-designed dance program with a wide range of physical challenges has the potential to improve a child’s cardiovascular fitness, strength, muscular endurance and flexibility. Mental Health through Dance The two-way process of the mind affecting the body and the body affecting the mind is of vital interest to the dance teacher for it does indicate that the state of the organism is an important aspect of health. Within the dance lesson, there are many opportunities to focus upon the mental development and health of the child. One of the exciting things about teaching dance is that the teacher can ‘see’ the children’s thought processes in action through their understanding of, for example, the exploration of changes in dynamics. The teacher can also regularly involve children in the decision-making process, allowing them to plan and compose their own dances, develop strategies, discover schematics, observe connections, make judgements and generate alternatives. Moreover, through dance appreciation and composition exercises, the child can be encouraged to think more abstractly, independently, imaginatively and creatively. Thus, the dance lesson can be a powerful means of enhancing young children’s thought actions, and in turn, their mental health, but the understanding and acceptance of movement as a thinking process is of central philosophical importance here. Social Health through Dance The whole basis for young children and adults living and working together is founded on good relationships. Achieving a sociable environment is not always easy, and children under five are inexperienced in interpersonal skills. As such, social development now forms a major part of the UK nursery curriculum, because considerable social learning is involved in adapting to a group. Davies (2003, p. 29) suggests that “Associating with other people is an integral part of the movement activities of young children”. In addition, taking part alongside others in a physical activity such as dance is clearly something that young children enjoy. Children also share space and resources in a dance lesson and there are many moments of interaction that help to foster their social relationships. For example, shared dance-making encourages children to communicate with and relate to others, and gives a sense of social cohesion, supporting relationships between peers. Children relate to other children as they grow in confidence, and the friendships that they make are dependent on them acquiring and practising complex social skills. Dance is a medium through which children can develop their social abilities (and resultant social health), nurtured and aided by the early childhood practitioner. Emotional Health through Dance Social and emotional factors are vital aspects of effective learning and the reference to emotional development was a significant addition to the Early Learning Goals for children in the foundation stage of UK education.(6) Children’s movement is linked with emotional and expressive behaviour and dance is an effective means of facilitating the investigation of emotions and feelings, since its intention is to use the body expressively, often to convey ideas or moods.(7) Children need to recognise negative emotions and come to accept and regulate them. Alongside this, positive emotions can be stirred and developed through sensory experiences such as dancing to music. Dowling maintains that children will only ever achieve emotional health if they experience and express a range of emotions in their own way (2000, p. 63), and she subsequently recommends creative and expressive activities such as dance. Conclusion During recent years, health in young children has become a ‘hot topic’ in the UK, with acceptance at government level that physical activity is a desirable component of health behaviour.(8) The dance lesson in the nursery and primary school is an opportunity for young children to develop their health in a structured and supportive environment. For some children it may indeed be the only opportunity they have of being active during the week, thus the early childhood teacher can make an essential contribution to children’s movement and overall healthy development by teaching regular, varied and enjoyable dance lessons. Dance is a developmentally appropriate physical activity, which will help children appreciate the joy of movement and what it can accomplish in their physical, psychological, social and emotional development. It can make a unique contribution to young children’s development, health and well-being, and should therefore be an integral part of an education system that encourages and enables health-promoting activity. It is for this reason that “…early childhood practitioners [need] to do everything they can to ensure that movement and dance become equal partners with other activities in the teaching learning environment” (Davies, 2003, p. 207). (1) Preamble to the Constitution of the World Health Organisation as adopted by the International Health Conference, New York, 19-22 June, 1946; signed on 22 July 1946 by the representatives of 61 States (Official Records of the World Health Organisation, no. 2, p. 100) and entered into force on 7 April 1948. (2) See Mansfield, K. 1977. Letters and Journals. London: Pelican Books (Mansfield discusses health in terms of becoming all that she is capable of becoming, which has become a well used quotation). (3) World Health Organisation 1984 Health Promotion: a WHO discussion document on the concepts and principles. Reprinted in Journal of the Institute of Health Education. Vol. 23. No. 1. 1985. (4) DfES, 2001 in Dryden et al, 2005, p. 26. (5) http://www.youngminds.org.uk/briefings/02_06_01.php (6) (Qualifications and Curriculum Authority (QCA), 1999) (7) “By the end of Key Stage 2 it is expected that most children will be able to in dance express feelings, moods and ideas through movement in response to stimuli including music” (QCA, 1998). (8) See government directives such as “The National Healthy Schools Programme” (October 1999), “The School Sport Strategy” (October 2002), “Every Child Matters” (2003) and the Public Health White Paper “Choosing Health: Making Healthier Choices Easier” (November 2004). Bibliography Davies, M. (2003). Movement and Dance in Early Childhood. 2nd ed. London: Paul Chapman Publishing. Dowling, M. (2000). Young Children’s Personal, Social and Emotional Development. London: Paul Chapman Publishing Ltd. Dryden, L. et al. (2005). Essential Early Years. Hodder Arnold: London. Gardner, H. (1993). Multiple Intelligences. New York: Basic Books. Hands, B., Martin, M. & Lynch, P. (2004). Fundamental Movement Skills. Preparing Children for an Active and Healthy Lifestyle. Western Australian Minister for Education: Western Australia. (UK STEPS Professional Development website: http://www.steps-pd.co.uk/). Qualifications and Curriculum Authority (QCA). (1998). Maintaining Breadth and Balance at Key Stages 1 and 2. London: QCA. Qualifications and Curriculum Authority (QCA). (1999). A Curriculum Entitlement for Children 3 to 5 Years. QCA. Contact Rachael Jefferson-Buchanan, BEd (Hons, MA) Bath Spa University Bath, United Kingdom R.Buchanan@bathspa.ac.uk http://www.youngminds.org.uk/briefings/02_06_01.php http://www.icsspe.org/portal/index.php?w=1&z=5 Dance as a Health-Promoting Activity for Young Children Rachael Jefferson-Buchanan