Dance as a resource for developing the non-cognitive skills of institutionalised children

Abstract

Institutionalisation involves specific conditions for the protection of children, providing an educational environment with important consequences for their growth and development. The state guarantees respect for children’s rights in terms of access to education, proper nutrition, physical and emotional security. However, studies suggest that children raised in foster care have a slower or poorer development from a cognitive, linguistic, social, motor or behavioural point of view in comparison with those who grow up in a family. In the long run, these aspects influence children’s ability to integrate both professionally and socially. The association of dance with the physical and mental development of children has been addressed in several studies whose conclusion is that body expression activities are beneficial for children with various motor, emotional or cognitive disorders. Based on these prerequisites, the current study aims to highlight the methodological features related to the inclusion of dance in educational programmes for institutionalised children and thus contribute to increasing their ability to adapt to the challenges of social and professional life. The main purpose of the study was to investigate the effects of dance programmes on children non-cognitive skills. The physical, psychomotor, visual, auditory, musical, artistic and interpersonal skills of a group of institutionalised children aged 11-12 years were assessed and compared with those of children of the same age from organised families, who practise modern dance.