Methodological Foundations of Play-Based Dance Pedagogy for Developing Children’s Creative Abilities

Abstract

The article presents an analysis of the foundations of play-based dance pedagogy aimed at developing the creative abilities of preschool and early school-age children. The study is conducted within an interdisciplinary paradigm combining comparative pedagogical analysis, content analysis of scientific publications, and the systematization of methodological principles for integrating play forms into dance education. Particular attention is given to identifying key methodological components — play immersion, multimodal expression, co-creation with children, balance of structure and freedom, and cultural relevance — and their interrelation with a set of pedagogical effects, including the development of motor creativity, social interaction, emotional regulation, confidence, and agency. As a central contribution, the author’s From Play to Performance methodology is presented as a conceptual model that synthesizes these elements into a cohesive pedagogical system. It demonstrates a coherent transition from free improvisation to stage performance while maintaining pedagogical guidance, ensuring the integration of creative self-expression and structured work. The applicability of this approach in mainstream school education, art schools, and interdisciplinary projects, as well as its adaptability to cultural and institutional contexts, is emphasized. Organizational and methodological conditions necessary for reproducing positive results are noted, including teacher training, methodological support, and resource provision. The article will be useful to researchers in the field of choreography, practicing educators, curriculum developers, and arts education specialists interested in integrating play-based methods into teaching and fostering children’s sustained motivation for creative activities.