Instructors' Strategies in Ballet Instruction to Support the Development of Children Aged 3-6 Years at B-Three Dance Academy, Semarang

Abstract

The objective of this study is to outline the measures taken by the coaches when carrying out ballet dance teaching and in
promoting the development of children between the ages of 3 and 6 at the B-Three Dance Academy in Semarang. A
descriptive qualitative research method was used in this study. The data came from the coaches and children aged 3 to 6 who
took part in the ballet dance lessons at the B-Three Dance Academy in Semarang. The data were gathered by observing
the lessons, interviewing the coaches, and reviewing records of the learning activities. Analysis of the data was carried out in
three steps: reducing the data, presenting it, and drawing conclusions. The findings show that the coaches' work in delivering
ballet lessons includes adjusting the learning materials, the methods, the tempo, and the way in which movements are
presented in accordance with the children's characteristics and abilities. In order to keep the children's attention and
involvement throughout the lesson, the coaches used. communicative approaches, demonstrated movements, repeated
activities, played games, and provided motivation. The learning process helps to promote the children's development,
especially in their motor skills, body coordination, balance, concentration, self-confidence, and ability to follow instructions.
It was found that differences in the children's characteristics and abilities represented one of the difficulties the coaches
encountered when preparing suitable learning experiences. This study provides a summary of the strategies used by coaches
in giving ballet dance lessons to young children and the connection between these strategies and the children's development
through dance activities.