Rachel Ritchie-Moore

Creating Confident, Engaging Preschool Dance Classes

With nearly 25 years in the dance world, Rachel Ritchie-Moore brings deep experience to her classroom. But her recent work using the Little Dancer Program highlights something studio owners often look for: teachers who can combine structure, child development knowledge, and engaging class delivery.

In Rachel’s classes, storytelling and imaginative themes from the Little Dancer Program create an environment where young dancers feel comfortable participating right away. “I've absolutely loved the theme and story elements, and I think the students really love them too.”

For studios, this kind of immediate engagement can make a significant difference in how smoothly classes run and how quickly new students adjust to the studio environment.

Teaching That Supports Development, Not Just Technique

In the teacher training provided in the Little Dancer Program, Rachel was particularly interested in how the curriculum integrates physical development with cognitive growth—something she sees as essential for teaching very young dancers effectively.

“I'm a biology professor, and so I found the neuroscience of children and very young children extremely fascinating. I find myself thinking about it constantly in my classes: What are their bodies doing? What are their brains doing? How can we sort of tie that all together really holistically?”

By approaching classes with this developmental perspective, Rachel says she’s been able to help students feel more confident and capable in the studio setting.

Last year, she followed the curriculum closely, rotating through a different story each month, and saw clear benefits beyond movement skills alone.

“I had one student tell me she has never been away from mom and dad… so her walking into my classroom was the first time she had walked away from her mother for any length of time, and she did great. So they're learning not just the ballet class format, but they're also learning: Who is a teacher? What does it mean to be a student? What does it mean to watch and listen?”

For studio owners, these early classroom habits often determine whether students stay enrolled and continue progressing through the program.

Intentional Planning Leads to Stronger Classes

Rachel currently serves as the children’s director at her studio and teaches students ranging from preschoolers to adults. She says one of the most valuable outcomes of the program has been how it shaped her approach to planning.

“Every single time they come in the classroom, I have the ability and the opportunity to help them grow just a little bit, to help them develop this skill just a little bit… some of those pre-planning worksheets and specific class planning worksheets from the curriculum I started using for my session that just started this week, and it felt so intentional. I really liked that, that there was this really intentional lesson planning. I set a vision for what I want my session to look like.”

For studios, that kind of intentionality can mean the difference between classes that feel improvised and classes that feel purposeful, structured, and professional to both students and parents.

Rachel’s experience illustrates how when teachers have strong training, clear planning tools, and developmentally appropriate material, they can create preschool classes that feel engaging, supportive, and well-run—outcomes every studio owner hopes to see in their youngest programs.