Dance education in early childhood

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Susan W. Stinson, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Current educational discourse reveals concerns that our chil are not learning enough during their school years. In the twenty-five years since my own public schooling ended, knowledge has multiplied dramatically. There is more and more to know, yet our children seem to know less and less. Anxieties are extreme in my own state of North Carolina, which is suffering the shame of having the lowest SAT scores in the United States. Throughout the country, proposals abound to extend the school day and the school year and to begin teaching basic skills earlier. Kindergarten is now what first grade used to be; free play in the housekeeping corner and the dress-up area are being replaced by workbooks and computers. The despair of early-childhood professionals at such curricular changes has not been as loud as has the outcry of the public over test scores. There is increasingly less time for anything not considered a basic academic skill or anything that cannot be readily evaluated to determine improvement.

Additional Information

Design for Arts in Education, 91(6), 34-41
Language: English
Date: 1990
Dance education, Early childhood

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