Integrating Modern Dance Education in Chinese Preschools: A Qualitative Study through Comparative Insights from Nordic Pedagogical Models

Abstract

Modern dance education in early childhood settings remains underexplored in China, where traditional teaching approaches prioritize structured learning and performance-oriented activities. This study investigates Chinese preschool teachers' perceptions and practices regarding modern dance education, drawing comparative insights from Nordic early childhood pedagogical models. Through qualitative interviews with 15 preschool teachers from four schools in Fujian, this research identifies four key themes: (1) the structured and performance-oriented model as a pedagogical guiding principle, (2) modern dance as an extension of physical education and other subjects, (3) navigating teacher training gaps in a dance-scarce educational context, and (4) limited articulation of dance pedagogies and the untapped potential of choreographic thinking. Findings indicate that while Chinese preschool teachers emphasize inclusivity and participation, dance education is primarily framed as a performance or interdisciplinary learning tool rather than an independent artistic discipline. Additionally, limited formal dance training among teachers contributes to a reliance on pre-structured routines, constraining opportunities for improvisational and creative movement. This study advocates for a more student-centered approach to modern dance education in Chinese preschools by integrating choreographic thinking and embodied pedagogy into teacher training. Implications for policy development, curriculum reform, and professional training are discussed, highlighting the need for a broader recognition of dance as a fundamental component of early childhood education. Methodologically, Braun and Clarke’s thematic analysis (2006) guided the qualitative investigation of interview transcripts[1]. This study addresses a critical research gap concerning the absence of modern dance education within structured Chinese preschool curricula, highlighting the comparative significance of Nordic pedagogical models as practical reference points for Chinese educational reform.