10 Tips for Teaching Successful Toddler and Preschool Dance Classes

Teaching dance to toddlers and preschoolers can be so much fun! But if you've ever taught a class of two-, three-, or four-year-olds, you also know that things don't always go quite as planned. Some days your students are attentive, enthusiastic, and happy to participate in everything you've prepared. Other days, you may feel like you're just barely holding on until the end of class!

Over the years, I've found that a little preparation, an understanding of early childhood development, and a willingness to be flexible can make an enormous difference in how smoothly a class runs. And while every group of children is different, there are a few things I return to again and again when teaching young dancers.

Today, I have ten tips for making your toddler and preschool dance classes even better than they already are! Some will help with classroom management, others with keeping your students engaged, and a few are simply things I've learned through experience. Let's get to it!

1. Plan! Plan! Plan!

I can't stress this enough. Have a lesson plan, have your music ready and easy to access, and have a few backup activities prepared. Especially with little ones, you never know what kind of day you're going to have. Some classes may flow beautifully, while others may require you to change nearly everything you had planned!

Before class begins, I like to know which exercises and activities I'm going to teach, what music I'll use, and how I'll transition from one activity to the next. I also recommend keeping a few familiar activities in mind that you can pull out if something isn't working. Maybe you planned an imaginative traveling exercise that your students simply aren't interested in that day, or perhaps they're having difficulty concentrating during a more structured part of class. Having another activity ready means you can make a quick adjustment without stopping to figure out what to do next.

And don't be afraid to change your plan! A lesson plan should guide your teaching, not dictate every minute of class. If something isn't working, move on or try approaching the movement concept another way. After all, it's just a plan.

2. Teach Classroom Etiquette

One of the first things we need to teach young dancers is how to participate in a dance class. For many toddlers and preschoolers, this may be one of their first experiences in a structured group setting without a parent beside them. They're learning how to listen to a teacher, follow directions, take turns, and participate in activities with other children, all while learning new movement skills.

These things may seem simple to us as adults, but they can be quite challenging for a three-year-old! Young children are still developing attention, self-control, and the ability to manage their emotions. We can't expect them to walk into their first dance class already knowing how to stand in line, wait patiently, or follow a sequence of directions. Those are skills we need to introduce, demonstrate, and give them opportunities to practice.

I like to establish a few simple classroom routines and use them consistently. For example, students can learn where to gather at the beginning of class, what to do when the music stops, and how to wait for their turn during traveling activities. As they become familiar with these expectations, class generally begins to run more smoothly, giving us more time to concentrate on teaching dance.

Of course, our expectations need to be appropriate for the ages we're teaching. A two-year-old won't be able to wait quietly for as long as a five-year-old, and even children of the same age may have very different abilities. Our goal is to help students develop these skills gradually, not expect perfect behavior from the beginning.

3. Do Teach Dance Technique!

When I say classroom etiquette is important, I certainly don't mean that we should neglect teaching actual dance skills! Even three- and four-year-olds can begin learning simple ballet steps, movement concepts, and basic dance terminology. We just need to introduce them in ways that are appropriate for their age and developmental abilities.

For example, preschool ballet students can learn simple pliés, tendus, relevés, and positions of the feet and arms. Their movements won't look like those of older ballet students, nor should we expect them to. But we can begin introducing the correct movement patterns and terminology while helping them develop coordination, balance, and body awareness.

One of my favorite things to teach young ballet students is correct posture. Rather than simply telling them to stand up straight, I ask them to imagine they're wearing beautiful tiaras and necklaces. We need to stand extra tall to show off how pretty they are! When students are listening and participating well, I'll sometimes let them tell me what their tiaras or necklaces look like. Some keep it simple, while others come up with the most elaborate, imaginative descriptions!

Of course, you can adapt this idea for different themes or dance styles. The important thing is that you're introducing a real movement concept through imagery children can understand. We're not simply entertaining them. We're helping them develop the foundations they'll need as their dance training progresses.

4. Listen to Your Students

Especially when teaching very young children, listening doesn't always mean paying attention to what they're saying. Some toddlers and younger preschoolers may not have the language skills to explain what they're feeling or what they need. But their behavior can tell us quite a lot.

A child who is excited may jump, giggle, or move around the room. A frustrated child may cry, refuse to participate, or have a tantrum. Another child may become unusually quiet or withdrawn when something is bothering her. While we shouldn't assume we always know why a child is behaving a particular way, these are all things worth noticing.

If a student who normally participates happily is suddenly having difficulty, consider whether something else might be going on. Perhaps she's tired, overwhelmed, or having a difficult day. Sometimes a little extra encouragement, a simpler activity, or a few minutes to observe before joining in can make a difference.

And remember, these children have only been on this Earth for a few short years! They're still learning how to communicate, manage their emotions, and participate in a classroom. A little patience and understanding can go a long way.

5. Keep It Moving

Whatever you do, try to keep your preschool dance class moving from one activity to the next. Long pauses between exercises are often when we begin losing students' attention, particularly with toddlers and younger preschoolers.

This is another reason having your lesson plan and music prepared is so important. If you have to stop for several minutes to search for the next song or set up an activity, you may find that students begin talking, wandering around, or finding other things to do. And once you've lost their attention, it can be difficult to bring everyone back together.

I often keep music playing throughout much of my preschool classes, pausing it when I need to explain or demonstrate something. If I need to arrange props or floor markers, I try to plan an activity that allows students to continue moving while I prepare the next exercise. Of course, there are times when children need to stop, listen, and wait, and those are important skills to practice. But there's no reason to create unnecessary waiting when we can plan our transitions more effectively.

And if an activity isn't working, don't be discouraged. Move on to something else and try it again another day. I've had activities that didn't go particularly well with one class but worked beautifully with the same students the following week!

6. Mix It Up

Let's face it. Ballet technique is hard! Even for young children, performing a simple plié or tendu correctly requires coordination, balance, and concentration. Standing in one place for several minutes while practicing more structured exercises can also be challenging, particularly for preschoolers who naturally want to move and explore.

That's why I recommend alternating more structured exercises with activities that allow children to move freely through space. For example, after spending several minutes practicing basic ballet movements in the center, you might introduce a traveling activity or an imaginative movement game. This gives students an opportunity to use their bodies in a different way before returning to something that requires more focused attention.

I also generally prefer to introduce some of my more structured exercises earlier in class, when students are fresh and more likely to concentrate. But I wouldn't rely on a particular number of minutes as a rule for how long preschoolers can pay attention. Every class is different, and things like the time of day, the activities you're teaching, and the children's individual needs can all make a difference.

Pay attention to your students. If they're becoming restless, consider whether it's time to change the type of activity rather than continuing with something that isn't working. Sometimes a few minutes of traveling or creative movement can make all the difference.

7. Have a System for Choosing Line Leaders

Who gets to be the line leader seems to be one of the hottest topics in preschool dance class—every single week!

Every teacher has her own way of choosing line leaders, but I've found that having a consistent system makes things much easier. My preference is to appoint the day's line leader at the beginning of class while I'm taking roll. That way, I can mark in my roll book who has had a turn and make sure everyone who wants to be the line leader gets an opportunity.

One thing I don't do is promise a particular child that she'll be the line leader next week. There are too many things that could happen between now and then, and I don't want to make a promise I may not be able to keep. If a student is disappointed that it isn't her turn, I simply reassure her that she'll have an opportunity another time.

And don't forget about your shy students! Some children love being the center of attention, while others may feel uncomfortable leading the class. I always want to give students the opportunity to be line leaders, but I wouldn't force the responsibility on a child who doesn't want it.

A simple system can prevent quite a few arguments and help children learn that everyone will have opportunities to participate in special classroom roles.

8. Use Props and Imagination

Props can be a preschool dance teacher's best friend! Scarves, ribbon streamers, beanbags, hula hoops, and other simple items can help bring movement concepts to life while giving children something interesting to explore.

Of course, you don't have to use props, and I certainly wouldn't recommend adding them to every exercise. The important thing is that they support what you're trying to teach rather than simply adding something extra to the activity.

For example, scarves can help children explore different pathways and movement qualities. Hula hoops can provide designated spaces for jumping or balancing activities. Beanbags can be used to create pathways across the floor or encourage controlled movement.

And don't underestimate the power of imagination without props! Young children can pretend to be butterflies, princesses, astronauts, or animals without needing anything more than a little encouragement from their teacher.

I like to balance activities that use props with those that rely entirely on students' imaginations. Sometimes a simple story or imaginative prompt is all you need to make an exercise exciting.

9. Be Creative!

Remember when you were little and the world seemed full of wonder? For young children, a cardboard box can become a spaceship, a blanket can become a magical cape, and a few pillows can turn into an entire obstacle course. Preschoolers have wonderful imaginations, and we can use that creativity to make dance class a much more engaging experience.

When planning lessons, don't be afraid to get creative with your themes, stories, and movement activities. Fairy tales, animals, adventures, seasons, and imaginary worlds can all provide opportunities to introduce dance concepts in ways young children enjoy.

You can also use imagination to help students understand classroom expectations. For example, if you need children to stay in a particular spot, you might pretend their feet have been stuck to the floor with fairy glue or extra-sticky peanut butter. I've found that a little imaginative play can sometimes accomplish more than repeatedly reminding students not to move!

And don't be afraid to act a little silly when the time is right. There will certainly be moments when you need to be serious, especially when it comes to safety and classroom expectations. But being animated, playful, and willing to participate in the story can help children stay interested and enjoy learning.

10. Demonstrate Your Dance Activities and Exercises

When teaching toddlers and preschoolers, remember that children often need to see what we're asking them to do. They're still developing their ability to understand and follow verbal instructions, especially when those instructions involve unfamiliar movements or several steps.

Rather than giving a lengthy explanation of an exercise, I recommend demonstrating it. Show students what you want them to do, then invite them to try it with you. For younger classes, I often find that the teacher or teaching assistant needs to participate in the activity alongside the students, at least until they're familiar with the movement.

For example, if you're introducing a traveling exercise, demonstrate how students should move across the room and where they should go when they're finished. If you're teaching a new dance movement, show them the movement several times while using simple verbal cues.

As students become more familiar with the exercise, you can gradually reduce the amount of demonstration and encourage them to perform it more independently.

And remember that demonstrating doesn't mean you have to dance every single movement throughout the entire class. There are times when you'll want to step back and observe your students so you can see how they're progressing and offer corrections or encouragement.

Bonus! Compliment Your Students

One of the most important things we can do as preschool dance teachers is help children develop a love of movement and confidence in their ability to learn.

When a student does something well, tell her! But rather than simply saying, "Good job," try to be specific about what she did. Maybe she remembered to point her toes during an exercise, waited patiently for her turn, or tried a new movement even though she was hesitant at first.

I also like to take a moment at the end of class to compliment each student on something she did well that day. When I hand out stickers, I try to mention a particular accomplishment or something positive I noticed during class. It doesn't need to be a major achievement. Sometimes it's simply recognizing that a child listened carefully, participated in an activity, or showed kindness to another student.

These little moments can mean a lot to young children, and they give students something positive to remember as they leave class.

A Little Preparation Goes a Long Way

Teaching toddlers and preschoolers requires quite a bit of flexibility, and no matter how experienced you are, there will always be days when things don't go according to plan. But having a lesson plan, establishing consistent routines, understanding your students' developmental abilities, and keeping activities imaginative and purposeful can make your classes run much more smoothly.

And remember that young children are learning far more than dance steps. They're developing coordination, musicality, creativity, confidence, and the ability to participate in a group. All of those things take time, repetition, and plenty of encouragement.

Most importantly, we want our students to enjoy coming to dance class! When children feel successful, have opportunities to use their imaginations, and begin developing a love of movement, we're giving them a wonderful introduction to dance.