Review article
https://doi.org/10.21464/mo.32.62.9
Movement, rhythm, and dance in the early primary years: Theoretical synthesis and curricular-methodical implications
Vesna Svalina
; Faculty of Education, Josup Juraj Strossmayer University in Osijek, Croatia
*
Filip Svalina
; Faculty of Kinesiology, University of Zagreb, Croatia
Ana Čop
orcid.org/0009-0002-2419-6338
; Faculty of Education, Josip Juraj Strossmayer University in Osijek, Croatia
* Corresponding author.
Abstract
Movement, rhythm, and dance can play an important role in early primary school children’s development by linking bodily experience with cognitive processes, emotions, and social relationships. Drawing on the concept of embodied learning, this paper examines how movement, rhythm, and musical experience intertwine with developmental and educational processes. Particular attention is given to dance activities that enable children to express themselves, communicate, and learn through play and improvisation. Within this framework, the paper analyses key pedagogical ideas associated with the Jaques–Dalcroze, Orff, and Laban approaches, and situates the topic within the Croatian primary school curriculum. Special emphasis is placed on opportunities to align learning outcomes across the subjects Music Culture and Physical and Health Education, and on assessment that recognises process oriented criteria (participation, progress, creative variation, and collaboration). The paper concludes by offering didactic guidelines applicable to classroom and extracurricular contexts, with an emphasis on feasibility and supporting children’s expression through movement.
Keywords
movement; rhythm; dance; embodied learning; early primary education; curriculum; pedagogical implications
Hrčak ID:
346038
URI
Publication date:
7.4.2026.
Visits: 228 *