How to Plan Successful Parent Observations in Preschool Dance Classes
Many dance studios set aside a few minutes at the end of class once a month, at the end of a session, or perhaps once or twice a year to invite parents into the classroom to watch their children dance. These parent observations can be a wonderful opportunity for families to see what their children have been learning and for teachers to demonstrate the value of their classes.
And I think they're especially important for preschool dance!
Let's face it. When parents sign their three- or four-year-old up for dance classes, they may not have much of an idea of what to expect. They might picture their child learning ballet steps, dancing around in a tutu, or eventually performing in a recital. What they may not realize is how much their child is learning through the imaginative movement activities, games, and exercises we use in class each week.
Parent observations give us an opportunity to show families exactly what we're teaching and why we're teaching it. And when parents understand what their children are learning, they're better able to appreciate the quality of the instruction we're providing.
Of course, inviting parents into a room full of preschoolers can also present a few challenges! Some students will be excited to show off everything they've learned, while others may become shy, distracted, or suddenly decide they'd rather sit with Mom than participate in class.
With a little preparation and some realistic expectations, though, parent observations can be enjoyable experiences for teachers, students, and families alike. Here are a few things I'd recommend keeping in mind.
1. Decide What You Want Parents to See
Before planning the activities you'll include in your observation, think about what you want parents to take away from the experience.
Do you want them to recognize the progress their children have made in learning basic dance steps? Would you like them to see how students are developing coordination, musicality, and balance? Or perhaps you want them to understand how your imaginative activities introduce movement concepts that will prepare children for more formal dance instruction later on.
Ideally, I'd try to show a little of each.
For example, if you're teaching preschool ballet, you might begin with a few familiar exercises that introduce basic technique. Students could demonstrate pliés, tendus, or relevés, depending on their age and experience. You might then move into a traveling activity that allows parents to see their children practicing coordination, balance, or different locomotor movements.
Finally, you could include a creative movement activity that demonstrates how your students use imagination and music to explore dance.
The important thing is to choose activities that represent what children are actually learning in class. You don't need to create an entirely new lesson just for the observation. In fact, I'd recommend sticking with exercises and activities students already know rather than introducing something unfamiliar while parents are watching.
And remember that a successful observation doesn't necessarily mean showing the most impressive movements your students can perform. Sometimes a simple exercise performed with greater control or confidence than it was a few months earlier is a much better demonstration of progress.
2. Teach Your Parents, Too!
Now, I'm not suggesting that you need to teach your students' parents how to dance. Although having children demonstrate a plié or tendu and then inviting parents to try it themselves could actually be a fun way to show how much coordination and control even a simple ballet step requires!
What I really mean is that we should help parents understand the purpose behind the exercises and activities they're watching.
For example, let's say your students are pretending to be animals traveling across the room. To a parent, this might look like a fun game, and of course, it should be fun! But depending on the movements you've chosen, children may also be practicing jumping, balance, coordination, different movement qualities, or traveling through space.
You might briefly explain that bunny hops help children practice jumping and landing, while marching and passé walks introduce patterns of alternating weight that can support more advanced traveling movements as students develop. Or perhaps your students are dancing with scarves, exploring how to move through different pathways and respond to changes in music.
Free dance is another activity worth explaining. Parents may see children moving however they choose and assume it's simply an opportunity to get some energy out. But free dance can give children opportunities to make their own movement choices, explore creativity, and express themselves through music rather than always copying the teacher.
You don't need to give a lengthy explanation before every exercise. In fact, I'd be careful not to talk too much during the observation because you'll quickly lose your students' attention! A sentence or two about what children are practicing and why it's important can be enough.
And don't be afraid to explain what you expect from students at different ages. A three-year-old's tendu isn't going to look like that of an eight-year-old ballet student, nor should it. Parents may appreciate knowing that at this age, we're introducing movement patterns, basic terminology, coordination, and body awareness rather than expecting technically perfect ballet steps.
When parents understand the thought and purpose behind your activities, they begin to see how much learning is taking place, even during the parts of class that look like play.
3. Let Parents Know What to Expect
Before your observation day, I recommend sending parents a short email explaining how everything will work.
Let them know when they should arrive, how long the observation will last, and whether they'll be watching from inside the classroom or from a designated viewing area. If you're inviting them into the studio, consider where everyone will sit or stand so they can see their children without interfering with the dancing.
You'll also want to establish expectations about photographs and videos. Will parents be allowed to take pictures? Can they record the entire observation, only their own child, or not at all? Whatever your policy, make sure it protects other students' privacy and is consistent with the permissions families have provided.
I would also encourage parents to allow their children to follow the teacher's directions rather than calling out instructions or trying to help from the sidelines. It's understandable that a parent might want to remind her child to listen or show off a particular step, but those interruptions can make it more difficult for students to concentrate.
And one thing I'd definitely mention to parents of preschoolers is that children may behave a little differently when Mom, Dad, or another family member is watching.
Some students become especially excited and want to show everything they know. Others may feel shy or distracted, even if they normally participate beautifully. That's perfectly normal, and it doesn't mean the child hasn't been learning or enjoying class.
A little communication beforehand can help parents understand what they're coming to see and make the experience more comfortable for everyone.
4. Plan, Plan, Plan!
If you've read many of my other teaching tips, you probably know how strongly I feel about having a lesson plan. And parent observation day is certainly no exception!
Before class begins, decide which exercises and activities you'll be showing, have your music ready, and make sure any props or floor markers are easily accessible. I'd also recommend having a little more prepared than you'll actually need, just in case an activity doesn't go quite as planned.
For example, you might intend to demonstrate a simple traveling exercise, but find that your students are especially distracted by having their parents in the room. Rather than spending several minutes trying to get everyone organized, you could move on to another familiar activity that allows more children to participate at once.
I wouldn't recommend trying to squeeze too much into the observation, either. If you're inviting parents to watch the final ten or fifteen minutes of class, choose a manageable number of activities that represent what students have been learning. You'll want enough variety to keep children interested, but not so many exercises that you're rushing from one thing to the next.
Transitions are especially important here. Young children may already be distracted by the additional people in the classroom, so you don't want to give them several minutes to wander around while you're searching for music or arranging props.
And remember, your plan is just that—a plan! If something isn't working, don't be afraid to change it. Parents are there to see their children dancing, not to evaluate whether you followed every detail of your lesson plan.
5. Show Both Dance Skills and Imaginative Activities
I think one of the best ways to structure a preschool parent observation is to include a combination of more formal dance exercises and imaginative movement activities.
Parents often enjoy seeing their children demonstrate recognizable dance steps. In a preschool ballet class, that might include pliés, tendus, relevés, or a few simple positions of the feet and arms. In another type of dance class, you might demonstrate basic rhythm patterns, traveling movements, or a short combination students have been practicing.
These exercises give parents an opportunity to recognize specific skills their children are learning.
But I wouldn't stop there!
Some of the most valuable activities in preschool dance are the imaginative ones. A class of three-year-olds may be working on important movement concepts while pretending to explore an enchanted forest, visit an ice cream shop, or dance as butterflies in a garden.
Choose an activity that your students know and enjoy, and briefly explain what they're learning through it. For example, a story-based traveling activity may involve practicing different locomotor movements, recognizing directions, or responding to musical cues.
This is also an opportunity to show parents that preschool dance doesn't need to look like a miniature version of an advanced ballet class to be educational. Young children learn through movement, exploration, repetition, and play. The activities we choose should reflect their developmental abilities while still introducing meaningful dance concepts.
And don't forget to let your students have fun! Parents want to know their children are learning, but they also want to see that they're happy and enjoying their classes.
6. Remember That Young Children May Act Differently With Parents Watching
This is something I think every preschool dance teacher should prepare for.
You may have a student who has been participating beautifully all session, but as soon as she sees her mother walk into the classroom, she runs over to sit in her lap. Another student who is normally quiet may suddenly become very excited and want to show off every movement she's learned, whether it's part of the exercise you're teaching or not!
And of course, there may be children who become distracted simply because there are extra people in the room.
Try not to let these things throw you off. Remember that young children are still learning how to manage their emotions and attention, and having an audience can change the way they respond to a familiar activity.
If a child becomes shy, I wouldn't force her to participate just because her parents are watching. Give her a little encouragement and an opportunity to rejoin the group when she's ready. Sometimes allowing a child to observe for a few minutes is all she needs before feeling comfortable participating again.
Likewise, if your normally attentive class seems a little more energetic than usual, consider whether you need to simplify your instructions or move to an activity students know especially well.
I think it helps to remember that we're inviting parents to observe a preschool dance class, not expecting children to give a polished performance. A few unexpected moments are simply part of teaching young children, and most parents will understand that.
7. End With Something Your Students Love
One thing I particularly like to do during parent observations is finish with an activity that students really enjoy.
It might be a favorite creative movement exercise, a simple dance they've been practicing, or an imaginative activity from one of their favorite lesson themes. Whatever you choose, I'd recommend something familiar that allows children to participate successfully and enjoy themselves.
For example, perhaps your students have been exploring an ocean theme and particularly love pretending to swim through coral reefs and dance like sea creatures. You could finish your observation with a short under-the-sea creative dance, allowing students to demonstrate some of the movement concepts they've practiced while also making their own movement choices.
Or perhaps your class has been learning a simple combination that they're especially proud of. Ending with that gives students an opportunity to show their families something they've worked hard to learn.
I wouldn't choose an activity simply because it looks impressive to parents. Instead, think about which exercises your students enjoy and feel comfortable performing. When children are happy and excited about what they're doing, that enthusiasm often comes through to the families watching.
And I think that's a wonderful way to end a parent observation—with children enjoying dance and parents getting to see a little of what makes their weekly classes special.
Parent Observations Are About More Than Showing Progress
When we invite parents into our preschool dance classrooms, we're giving them an opportunity to see what their children have been learning. But we're also helping them understand the value of the dance education we're providing.
They get to see how their children are developing coordination, musicality, and basic dance skills, along with some of the social and classroom routines they've been practicing. They also get a better understanding of why we use stories, imagination, and creative movement instead of teaching preschoolers exactly the way we teach older dancers.
And when parents recognize the purpose behind our activities, they're better able to appreciate the progress their children are making.
So plan your observation, prepare your music, and choose a few activities that represent what your students have been learning. Explain a little about the movement concepts you're teaching, keep your expectations realistic, and be prepared to make adjustments if your students aren't quite as attentive as usual.
Most importantly, remember that parents want to see their children enjoying dance class. Give them an opportunity to see both the learning and the joy that take place in your classroom each week, and you'll have a much better chance of sending them home feeling good about their child's dance education.
