Instructional video design to support learning the Basic Dance module in 116 the early childhood education training program

Abstract

This article discusses the necessity and process of designing instructional videos to support students in learning the Basic Dance module within the early childhood education (ECE) teacher training program. As a practice-based and performance-oriented subject, Basic Dance benefits greatly from visual instructional materials that help learners observe, imitate, and retain dance movements effectively during self-study. Drawing on a survey of 334 students and relevant educational theories, the article proposes a six-step process for designing dance videos that meet pedagogical, aesthetic, and practical criteria. These instructional videos aim to enhance learning quality, foster self-directed learning competence, and align with the current demands of teacher education in early childhood pedagogy.