The Language of The Landscape 3 (Edited for Final Draft)

The introduction of young people to dance and performance as an art form at an early age is highly desirable to encourage early development of sensory, motor and social skills. In the same way that every infant goes through sequences of crawling and creeping before they walk upright (Hilgard, 1962, p69) as soon as they progress to more advanced walking and movement, they are already prepared to extend their learning through any medium that entertains them. Studies show that children who are encouraged through enjoyable yet demanding activity are more likely to progress at a greater rate than those faced with less challenge and little activity (Child, 1954). Disciplinary practices are important not only in the control of specific behaviour, but in the development of conscience and in later social conduct. Thus involving the discipline of performance from an early age can directly affect general disciplinary acceptance across a wide range of situations as a child matures.


In my development of different courses within my own professional practice, I am guided and encouraged by embracing the “Every Child Matters” motto (Department for Children, Schools and Families, 2007) This important recent document and strategy introduced by the government of the day lists the following four principles for the early years foundation stage :

A Unique Child,

Positive Relationships,

Enabling Environments,

Learning and Development.

Each of these four headings is clearly divided into sections and I look to provide courses which are underwritten by the philosophy of current government practice.

Every child is a competent learner from birth who can be resilient, capable, confident and self assured. Our courses offer equality and diversity in a safe and protected environment. Children are able to discover boundaries, to make choices and to grow through physical and emotional well-being.

The courses are provided to encourage respect for each other, understanding friendships, learning with parents, all of which leads to the encouragement of positive relationships. (Interesting research by Remmers & Radler, 1957, show that practices of 50 years ago are just as relevant today.)

Our specific environment, whether it be the dance studio, the drama space or even a performance arena such as a stage or public hall all add the learning and maturing experience. The environment plays a key role in supporting and extending children’s development and learning ( DCSF, 2008 ) From the public arena of a stage to the privacy of a dance studio, each child is able to experience a wealth of stimuli, making a valuable set of footprints along the walkway of life and its maturity.

Finally our courses for early years centre on play and exploration, through the medium of song, dance and drama, all elements which combine to give an exciting learning experience. “ In play, babies and toddlers try out their recent learning skills and competencies ....although there is no pressure to perform, even babies ...show their highest levels of learning (Bruce , 2002) ( Birth to Three Matters, 2003 , Dept Work & Pensions UK ).

In summary, our courses give excellent opportunity through a structured approach to radically enhance physical and creative development.