“From dance to science”: A feasibility study of transdisciplinary, dance-based steam education in a Shanghai kindergarten

Research Findings: This case study explored the feasibility of transdisciplinary, dance-based STEAM education in a Chinese kindergarten using an exploratory design-based research approach. Six teachers co-designed six dance-based STEAM lesson plans over two iterative cycles, integrating Dance with STEM subjects. Data included video-recorded lessons of 54 children (ages 3–6), analyzed via time-event coding, and two rounds of teacher interviews (immediately after and one year later), analyzed thematically. Findings revealed flexible teacher adaptation of activities, maximizing transdisciplinary integration during movement exploration. Teachers and children expressed positive attitudes, citing pedagogical effectiveness, and emotional benefits. Children demonstrated embodied STEM understanding through movement, and teachers observed increased creativity and collaboration. Video analysis showed children actively engaged with core “Dance” elements (Body, Space, Time, Force, and Relationship), exceeding teacher participation, highlighting embodied exploration. 

Practice or Policy: Policymakers should integrate dance-based STEAM into national professional development and curricular guidelines. Kindergarten administrators should implement flexible scheduling and allocate resources to support transdisciplinary innovation. Copyright © 2025 Taylor & Francis Group, LLC.