Getting children moving: diddi dance in your EYFS setting

At diddi dance we have made it our mission to enhance children’s endless enthusiasm through funky, full of fun sessions that build confidence, coordination and creativity.

To organise a FREE diddi dance taster session in your setting please contact Anne-Marie on or 07973982790.

Who we are and what we do:

Our programme has been designed to complement and enhance the EYFS framework and incorporate every learning area into our classes.

Each section of the class has been cleverly aligned with not only the 7 learning areas but also the development requirements as set out in the DfE Early Years Outcomes and OFSTED’s School Readiness report 2014.

diddi dance offers a unique 45-minute class that easily fits into your setting. We engage and inspire the children’s creativity by using action songs, dancing games, fun exercises, hoops and dance ribbons to our own funky pop songs.

We change themes every half term exploring styles such as Salsa, Country, Bollywood, Reggae, Hip Hop and Tap catering for all tastes. Classes follow a structured plan yet are taught in a relaxed atmosphere where children can learn at their own pace as their confidence builds.

Why should I have dance in my setting?

Dancing for the under 5’s is not only a great way of keeping fit and active, but it’s also great fun!

Dancing is a great way to give children a positive view of exercise. The session should be action packed and full of exciting props and catchy music so they can’t resist getting up to join in.

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“diddi dance has made a real difference to our setting. The children have loved every session and parents have spoken about how enthusiastic they are at home. The children's listening and rhythmic skills have also improved greatly. The sessions have provided staff with new ideas and skills to develop their teaching. All the children are involved and engaged and even some of the children with low self-esteem have grown in confidence after each session. We thoroughly recommend diddi dance in all settings.”
Jo Proctor, Discovery Primary School

“We have been using diddi dance in Reception and Year One for four years. The teachers are vibrant and energetic and the children thrive on this! The lessons are well structured, pacey and fun. The children develop a wide range of skills stretching beyond those of dance with turn taking and partner work, counting, even a bit of Spanish! We highly recommend diddi dance.”
Lucy Wheatley, Windrush Primary School

How diddi dance contributes to the EYFS:

Communication language development

  • Class starts with “Hello’s” from all children
  • Promotes understanding by engaging children in rhyming songs e.g. “circle dance”
  • Uses fun and exciting vocabulary in singing and speaking
  • Encourages listening with children following direction from teacher.

Personal, social and emotional development

  • Develops relationships by working in friendly pairs
  • Incorporates turn taking and sharing
  • Encourages sense of self by engaging in free movement through dances and songs
  • Fortifies independence through own selection and use of resources
  • Improves confidence and self esteem through achievement
  • Strengthens understanding of boundaries and behavior with children following instructions e.g. “Shall we line up for ribbons?”

Physical development

  • Learn to move with confidence, imagination and safety
  • Supports development by using different methods of movement e.g. galloping, hopping, jumping, balancing, wiggling, swinging and spinning
  • Improves gross and fine motor skills by using props e.g. ribbons to make circles, rainbows, fireworks, snakes and hula hoops to practice jumping, skipping, twisting and pushing
  • Children negotiate and adjust their direction through awareness of space and care for others e.g. making circles with ribbons or turning with arms stretched out
  • Uses a varied range of small and large props e.g. small bells, tap sticks and large hula hoops
  • Promotes self awareness using songs and dances about body parts and body movements
  • Teaches stylized moves for dance themes including learning to take direction e.g. left, right, forwards, backwards and sideways
  • Uses two different coloured props to distinguish and teach right from left.

And to the five specific areas of learning:

Expressive art and design 

  • Assists in building a repertoire of songs and dances
  • Encourages dance and movement in response to music and sound
  • Promotes use of imagination using props and materials to create space, draw lines and make shapes
  • Incorporates freestyle dance to engage in free movement and interpretation of music.
Literacy and mathematics
  • Provides rhyming words in songs and rhythmic activities in dance
  • Words and phrases are used to associate certain themed moves
  • Encourages mark making by using resources to write and draw shapes
  • Encourages sounding out rhymes and phrases when singing.
  • Uses counting in phrases during many of our songs
  • Counting to three before jumping into our hoop "puddles or pools” or hiding and shouting 1,2,3 BOO
  • Supports awareness of shapes and space e.g. "big circle”, “tall stretch”, “tiny ball".
Understanding the world
  • Provides our own unique counting song that teaches counting to 10 in English, French and Spanish
  • Dances are chosen to show different cultures, people and communities around the world from Bollywood to Reggae and Salsa to Irish. Teacher has costume or prop for danceswhich are used to help explain different cultural elements e.g. flowers in hair for Salsa, Indian bangles for Bollywood, sash for Irish.
School readiness
  • Uses our own songs to act out a variety of scenarios including:
    • 'The Weather is Fine’ – putting on swimming outfits, boots, hat, coat
    • ‘Dinnertime’ – the use of knife and fork, eating, cleaning, washing hands
    • 'Let’s Pretend’ – any school scenario e.g. pupil, teacher, playground or making friends
  • Encourages good listening skills, paying attention and responding to boundaries
  • Promotes social interaction, taking turns and responding to instruction.