Digitalization Without Disembodiment in Early Childhood Dance Education Through Teacher-Mediated Digital Support

Digital resources are increasingly used in early childhood education, but in embodied arts their value depends on whether they extend rather than displace bodily, social, and teacher-mediated learning. This study examined descriptive learning changes and implementation processes in a 12-session Dai Peacock Dance curriculum for 30 children aged 5-6 years in one Chinese kindergarten. The study used Design-Based Research-informed curriculum development followed by a descriptive mixed-evidence implementation study of one fixed classroom cycle. Three researcher-developed, curriculum-specific observational instruments underwent pre-implementation expert content review. T0-T3 ratings were higher in movement expressiveness, learning interest and classroom participation, and cultural understanding and initial identification; child-level variability is reported using standard deviations and change ranges. Process records documented a recurrent sequence of digital cue, teacher interpretation and demonstration, bodily or peer action, immediate feedback, and renewed attempt. Increasing task complexity continued to require teacher and organizational support. The study does not establish causal effects. It proposes digitalization without disembodiment as a provisional pedagogical heuristic and derives six design propositions for further testing.