Exploring Early Years Dance Pedagogy in China through Practice-Based Research and Digital Interventions

The aim of this doctoral research project is to explore early years dance pedagogy within the context of Chinese dance education. Beginning with classroom observations and extending to children’s home practice, the study investigates how exam-oriented training, disciplinary requirements, and commercial pressures shape the dance learning experiences of young pupils in China. Central to the research is the design and implementation of Image Dance, a practice-based digital application developed to connect classroom instruction and home practice. Conceived as both a pedagogical tool and a research instrument, the app facilitates the empirical exploration of early years dance pedagogy. Findings are drawn from its trial with a group of three to six years old children and two partner dance clubs in Beijing, illuminating the opportunities and challenges of an innovative teaching method in childhood dance education.

Employing ethnographic methods and drawing inspiration from Alison Clark and Peter Moss’s Mosaic Approach (2001), the thesis engages with the multifaceted perspectives of children, teachers, and parents through classroom observations, home visits, and interviews. These approaches capture both embodied and verbal dimensions of participants’ experiences, offering a comprehensive stakeholder viewpoint. The analysis explores the tension between tradition and innovation within the context of a commercial environment, positioning these dynamics within the mainstream teaching methods of early years Chinese dance. In doing so, the thesis investigates pedagogical paradoxes within China's early years dance system, the influence of commercialisation on class design, the potential for increasing enjoyment, and finally, the relational innovations between dance and technology informed by theories of play-based learning.

The central argument of this thesis is that contemporary early years dance pedagogy must move beyond traditional educational paradigms while embracing the innovative potential of digital technologies. Rather than abandoning cultural traditions, this research proposes a balanced approach that honours the classroom discipline and cultural dimensions of Chinese dance, at the same time prioritising children’s developmental needs and learning enjoyment. It is anticipated that this research will contribute to dance practitioners, early years professionals, EdTech product designers, and the broader emerging field of scholarly research in early years dance education.