Why Is Movement So Important in the Early Years?
Young children are designed to move.
They run.
They jump.
They spin.
They climb.
They copy.
They dance.
They move to rhythm long before anyone explains what rhythm means.
Movement is not something we need to add onto childhood.
It is already part of how children explore, communicate and learn.
Yet in education, physical activity can sometimes become separated from the rest of learning.
Children sit for literacy.
Sit for maths.
Sit for stories.
Then later, movement appears during PE.
But what if we allowed movement to run more naturally through the day?
In this episode of The Muddy Puddle Teacher Podcast, Sarah Seaman speaks with Anne-Marie Martin, founder of diddi dance, about preschool dance, movement, music and helping children develop a positive relationship with being active.
Anne-Marie created diddi dance in 2003 after recognising the need for fun, age-appropriate dance experiences for very young children. Today, diddi dance operates through more than 40 locations across the UK and introduces children to a wide range of dance styles from around the world.
The underlying philosophy is refreshingly simple:
Movement should feel joyful.
This guide explores practical ways teachers, Early Years practitioners and parents can use dance, music and active play to help children develop physical confidence, communication and a lifelong enjoyment of movement.
Listen to Anne-Marie Martin on The Muddy Puddle Teacher Podcast
About the Anne-Marie Martin Podcast Episode
Episode 33 of The Muddy Puddle Teacher Podcast is called Let’s Diddi Dance with Anne-Marie.
It was released on 11 September 2024 and lasts approximately 28 minutes.
The episode introduces listeners to Anne-Marie Martin and the story behind diddi dance.
Anne-Marie is a professional dancer and teacher with more than 30 years of teaching experience. She founded diddi dance in 2003, and the organisation has since expanded through a national network of locations across the UK.
diddi dance classes are designed around movement to music and introduce young children to different dance styles while encouraging creativity and enjoyment.
What Are Good Movement Activities for Early Years?
Movement activities do not need to be complicated.
Some of the best activities are extremely simple.
Children can move:
fast,
slow,
high,
low,
forwards,
backwards,
sideways,
quietly,
loudly,
smoothly,
jerkily.
That may sound basic.
But these experiences develop body awareness, vocabulary, coordination and control.
Practitioners can layer ideas gradually.
How would a tiny mouse move?
How would an elephant move?
Can you move like falling snow?
Can you move like strong wind?
Can you freeze when the music stops?
These playful prompts turn movement into imagination.
The child is not simply completing an exercise.
They are making decisions.
Explore our Early Years Outdoor Learning Hub for more active learning ideas.
Movement Is More Than Exercise
When adults think about movement, we often focus first on fitness.
How active are children?
Are they running enough?
Are they developing stamina?
These things matter.
But movement also supports other areas of development.
Children learn spatial awareness.
They develop balance.
They judge distance.
They learn to stop and start.
They coordinate their bodies.
They respond to other people.
They practise listening.
Dance also gives children another language.
A child can communicate excitement, strength, calmness or silliness without saying a word.
That makes movement especially valuable in Early Years.
Why Dance Is So Useful for Young Children
Dance combines several forms of learning naturally.
Children listen to music.
They respond to rhythm.
They coordinate movements.
They copy.
They improvise.
They remember sequences.
They express ideas.
They also participate socially.
A dance activity might require children to move alone, mirror a partner or move together as a group.
This develops awareness of other people.
diddi dance specifically uses action songs, dance games, hoops, ribbons and different music styles to encourage children’s creativity and movement.
The emphasis is not on creating technically perfect dancers.
It is on helping children enjoy moving.
Try This Tomorrow: Move Like the Music
Choose three short pieces of music with different moods.
You do not need specialist children’s dance tracks.
Use contrasting rhythms.
Play the first piece.
Ask:
How does this music make your body want to move?
Do not demonstrate immediately.
Allow children to decide.
Some may jump.
Others might sway.
Someone may move slowly.
Then change the music.
What changes?
This develops listening, movement and creative decision-making.
Time: 10 minutes.
Preparation: Music only.
Best for: physical development, creativity, listening and confidence.
Children Do Not Need to Copy Every Movement
Adult-led movement has value.
Children learn from watching and copying.
But if every movement is dictated by an adult, children have fewer opportunities to create.
Balance the two.
You might teach one simple sequence.
Then ask children to change one part.
Or show three movements and let children choose the order.
You could ask children to invent their own final movement.
This gives children agency.
There is a big difference between:
“Copy exactly what I do.”
and:
“Here is an idea. What could you do with it?”
Both have a place.
Dance and School Readiness
Movement supports many skills children later use in school.
Children need to:
listen,
respond,
remember instructions,
control their bodies,
navigate space,
work alongside others,
cope when plans change.
Dance and movement provide opportunities to practise all of these.
A child participating in a stop-and-start movement game is learning to respond to cues.
A child copying a short sequence is using memory.
A child moving around others without bumping into them is developing spatial awareness.
These skills develop through enjoyable activity rather than formal practice.
Movement and Early Communication
Movement can also support communication.
Practitioners can pair actions with vocabulary.
Stretch.
Curl.
Twist.
Reach.
Sway.
Stomp.
Float.
Creep.
Children physically experience the words.
This makes vocabulary memorable.
Young children may understand a word more deeply after they have moved it.
For example, “stomp” has weight.
“Sway” feels different.
“Creep” changes how the whole body moves.
This is one reason movement can connect beautifully with storytelling and language development.
Explore our Outdoor English and Storytelling Resources for further ideas.
Music and Movement Activities for Nursery
Music creates a natural structure for movement.
Practitioners can use songs children already know.
Try changing the movement rather than introducing a completely new activity.
Move around the room while the song plays.
Freeze when it stops.
Travel using different body parts.
Move at different levels.
Use a scarf or ribbon.
Copy a partner.
Create a simple repeated pattern.
Children do not need to master complicated choreography.
The focus should be control, expression and enjoyment.
Movement Activities Outdoors
Outdoor space gives movement room.
Children can take larger steps.
Run further.
Create wider shapes.
Travel between locations.
Instead of always using an indoor hall, take music outside.
A playground can become a dance floor.
Children can move around trees.
Follow pathways.
Use chalk circles as starting positions.
Create a sequence that travels across the space.
The outdoor environment can become part of the movement itself.
Wind can inspire movement.
Leaves can inspire movement.
Shadows can inspire movement.
The aim is not simply transferring indoor dance outside.
Use what the environment gives you.
Try This Outdoors: Follow the Leader
Put children into small groups.
One child leads.
Everyone else follows their movements.
After a short period, change the leader.
This sounds simple, but it requires close observation.
Children need to watch.
Adapt.
Control their movements.
Respond.
Some children may create dramatic movements.
Others may choose small gestures.
Both are valid.
Avoid praising only the biggest or most energetic movements.
Movement can be subtle.
Movement and Confidence
Some children immediately throw themselves into dance.
Others do not.
A child may feel uncomfortable performing in front of other people.
They may worry about getting it wrong.
Avoid forcing participation.
Create low-pressure entry points.
A child could copy one small movement.
They might use a ribbon before moving their whole body.
They could join beside an adult.
They might watch first.
Confidence usually develops when children feel safe enough to participate without judgement.
This is especially important in dance.
There should not be one correct body type or one correct way of moving.
Dance and SEND
Movement can be hugely inclusive when practitioners allow children to participate in different ways.
A child does not need to complete the same movement as everyone else.
They might:
move their arms,
move from a seated position,
tap a beat,
use a ribbon,
make choices,
watch and then join,
respond through facial expressions,
move with adult support.
Anne-Marie’s current professional profile highlights diddi dance’s work across preschool dance, SEND and intergenerational sessions.
That broader approach matters.
Dance should not be reserved for children who can copy a conventional sequence independently.
The question should be:
How can this child participate?
Explore our SEND Outdoor Learning Hub for more inclusive strategies.
Sensory Considerations During Dance
Dance sessions can include music, noise, movement and other people moving unpredictably nearby.
For some children, that can be exciting.
For others, it may be overwhelming.
Think about volume.
Space.
Lighting.
Crowding.
Predictability.
A child may benefit from standing at the edge.
They may prefer quieter music.
They might need to know the sequence in advance.
Some children may need opportunities to step out and return.
A flexible session is more inclusive than one where every child is expected to participate identically.
Dance Styles From Around the World
One distinctive element of diddi dance is its use of many different dance styles from around the world.
This can help children experience different rhythms, musical traditions and movement styles.
However, practitioners should approach culture respectfully.
Avoid reducing cultures to stereotypes.
Use appropriate music and language.
Where possible, provide some simple context.
Children can hear that people around the world create and enjoy different forms of music and dance.
The focus should be appreciation rather than costume-based caricature.
Movement and Rhythm
Rhythm provides structure.
Try clapping a simple pattern.
Can children copy it?
Now repeat the rhythm with feet.
Then knees.
Then shoulders.
Children can create their own rhythm for others to copy.
This supports listening and memory.
It can also link naturally to early maths because rhythm involves pattern.
A repeated movement sequence is a physical pattern.
Jump, clap, jump, clap.
Turn, stomp, turn, stomp.
Children are experiencing repetition with their bodies.
Movement and Maths
Dance can support early mathematical language.
Children can move:
inside,
outside,
around,
between,
under,
over,
beside.
They can create shapes.
They can repeat patterns.
They can count movements.
They can explore position and direction.
For example:
Take three steps forward.
Turn.
Take two steps sideways.
Create a repeating movement pattern.
This makes mathematical language physical.
Children are not only hearing the words.
They are experiencing them.
Explore our Outdoor Maths Hub for more active maths ideas.
Movement and Storytelling
Dance and storytelling connect naturally.
Take a familiar story.
Ask children to move through it.
How does the character travel?
What does the scary part feel like?
How might the character celebrate at the end?
You can create a movement sequence representing the whole story.
This supports comprehension.
Children must understand what happens before they can represent it physically.
Movement can also help pupils who find formal retelling difficult.
They may show understanding before they can explain it in complete sentences.
Outdoor Dance With Natural Inspiration
Ask children to choose something outdoors that moves.
A branch.
Cloud.
Bird.
Insect.
Long grass.
Then imitate it.
How quickly does it move?
Does it change direction?
Does it stay near the ground or move high?
Children can then combine two natural movements.
Perhaps a slow tree movement becomes a fast bird movement.
This blends physical development, observation and creative thinking.
Do Children Need Formal Dance Lessons?
Not necessarily.
Formal dance instruction can be valuable.
But everyday movement experiences matter too.
Children benefit from opportunities to move freely, respond to music and develop confidence.
Settings do not need specialist teachers for every movement activity.
Practitioners can create simple experiences themselves.
Specialist organisations such as diddi dance can then add further expertise and variety.
The two approaches can complement each other.
Why We Should Avoid Making Movement Competitive
Movement should not always be about being fastest or best.
Competition can motivate some children.
It can discourage others.
Early Years movement is an opportunity to develop body confidence.
Children should experience success in different ways.
One child may jump high.
Another may create an imaginative movement.
Another may follow a rhythm accurately.
Another may simply participate for the first time.
Celebrate engagement and creativity as well as physical ability.
Movement as Part of Everyday Provision
Movement should not happen only during one designated physical-development session.
Think about the entire day.
Could children move while learning phonics?
Could they use larger physical movements during maths?
Could stories become actions?
Could transition times include rhythm?
Could children access dancing independently?
Movement becomes more powerful when it is normal rather than occasional.
At The Muddy Puddle Teacher®, we believe children benefit when movement is integrated throughout learning rather than treated as something separate from academic development.
How Movement Supports Wellbeing
Movement can affect mood.
Children often use their bodies to release energy and communicate emotion.
Music and dance can create shared moments of joy.
This does not mean dance will automatically improve every child’s wellbeing.
But providing regular opportunities for enjoyable movement gives children another way to express themselves.
Dance can also create connection.
A group moving together experiences something collectively.
There is laughter.
Eye contact.
Shared rhythm.
These moments can support relationships.
Movement Beyond Early Years
Children do not stop needing movement when they leave Reception.
KS1 children still benefit from active learning.
So do KS2 pupils.
The activities change.
Older children can create sequences, develop choreography, explore cultural dance, use movement in drama or represent curriculum ideas physically.
The principle stays the same.
Learning does not require children to remain seated for most of the day.
Explore our KS1 Outdoor Learning Hub and KS2 Outdoor Learning Hub.
Who Is Anne-Marie Martin?
Anne-Marie Martin is a professional dancer, teacher, entrepreneur and the founder of diddi dance.
She established diddi dance in 2003 after identifying a gap for high-quality preschool dance classes specifically designed for young children.
More than two decades later, the organisation has grown to more than 40 locations around the UK.
Anne-Marie remains directly involved with diddi dance and continues to run her own Royal Borough of Greenwich operation.
In 2025, she received a Lifetime Achievement Award at the Club Hub Awards in recognition of her work in the children’s activities sector.
In March 2026, diddi dance announced that Anne-Marie had also been appointed part-time CEO of the Children’s Activities Association, reflecting her wider leadership within the children’s activities sector.
Her work continues to focus on helping children enjoy movement and ensuring inclusive physical activity is available to a wide range of families and children.
Get to Know the Guest: Anne-Marie Martin
Anne-Marie founded diddi dance after seeing a gap in the market for preschool dance provision. She has now spent more than 20 years building the organisation while continuing to teach and advocate for children’s movement.
Her professional background combines dance teaching, children’s activities, franchising and sector leadership.
diddi dance introduces young children to a wide variety of dance styles through music, movement, action songs and games while maintaining a strong emphasis on creativity and enjoyment.
Anne-Marie’s wider work now includes leadership within the Children’s Activities Association, where she was appointed CEO in 2026.
Find Anne-Marie Martin and diddi dance Online
diddi dance official website
diddidance.com
Anne-Marie Martin on LinkedIn
Anne-Marie Martin – Founder and Franchisor of diddi dance
Anne-Marie on Instagram
@originaldiddidancer
diddi dance Instagram
@diddidancecrew
diddi dance Facebook
@diddidance
Anne-Marie’s Instagram profile identifies her as the founder of diddi dance, while diddi dance’s national Instagram account is currently @diddidancecrew.
What Is diddi dance?
diddi dance is a UK preschool dance organisation founded in 2003.
Its classes encourage young children and families to enjoy movement to music while exploring different styles of dance.
The organisation has operated for more than 20 years and now has more than 40 locations around the UK.
Sessions include action songs, movement games, dance exercises and equipment such as hoops and ribbons.
Its wider offer includes classes, parties and Early Years sessions.
Why Children Need a Positive Relationship With Movement
One of the strongest ideas behind diddi dance is developing a love of movement that lasts.
That is more valuable than trying to make every child technically skilled at dance.
Children who associate movement with embarrassment or competition may become less willing to participate as they get older.
Children who experience movement as enjoyable, creative and social may be more likely to continue being active.
Early childhood therefore gives practitioners an opportunity to build positive attitudes.
Movement does not need to be punishment.
It does not need to be about winning.
It can simply feel good.
Five Easy Movement Prompts for Early Years
Try asking children to:
move like something tiny,
move like something enormous,
move without making a sound,
travel without using your feet,
create a movement nobody else has shown yet.
There is no single correct answer.
That is the point.
These prompts develop imagination as well as physical awareness.
Movement and Outdoor Play
Outdoor play naturally contains movement.
Children run.
Balance.
Push.
Pull.
Carry.
Climb.
Dig.
Transport.
Dance can add another layer.
Put music outside occasionally.
Provide ribbons.
Create a movement area.
Allow children to choose music where appropriate.
Do not overstructure it.
Some children may invent routines.
Others may simply move.
Both are worthwhile.
Explore our Outdoor Play in the Early Years resources for further ideas.
Listen to Anne-Marie Martin on The Muddy Puddle Teacher Podcast
In episode 33, Sarah Seaman chats with Anne-Marie Martin about diddi dance and her mission to help young children enjoy movement to music.
The episode runs for approximately 28 minutes and was first published on 11 September 2024.
It is ideal listening for nursery practitioners, Reception teachers, Early Years leaders, teaching assistants, parents, PE leads and anyone interested in children’s physical development.
After listening, try one small change:
Put on a piece of music.
Do not tell children how to dance.
Ask:
How does your body want to move?
Then allow them to show you.
Explore Early Years Outdoor Learning
Discover Outdoor Play
Explore Active Learning in Primary Schools
Visit the SEND Outdoor Learning Hub
Explore Outdoor Maths
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Frequently Asked Questions
What are good movement activities for Early Years?
Simple activities include dancing to contrasting music, copying movements, moving like animals, freezing to music, using scarves or ribbons and creating simple movement patterns.
Why is movement important for young children?
Movement supports physical development, coordination, spatial awareness, communication, confidence and children’s ability to explore their environment.
How can dance support EYFS learning?
Dance can support physical development, communication, listening, expressive arts, creativity and personal and social development.
Do children need a dance teacher?
No. Early Years practitioners can offer simple movement and music activities themselves, while specialist dance providers can offer additional expertise.
Can dance be inclusive for children with SEND?
Yes. Activities can be adapted so children participate through movements, gestures, rhythm, props or supported positioning according to individual needs.
What is diddi dance?
diddi dance is a preschool dance organisation founded by Anne-Marie Martin in 2003. It now operates through more than 40 locations across the UK.
Who is Anne-Marie Martin?
Anne-Marie Martin is a professional dancer, teacher and founder of diddi dance. In 2026 she was also appointed CEO of the Children’s Activities Association.
How long is the Anne-Marie Martin podcast episode?
The Muddy Puddle Teacher episode Let’s Diddi Dance with Anne-Marie lasts 28 minutes and 24 seconds.
Suggested Thumbnail Hook
Children don’t need to sit still to learn — discover how dance, music and playful movement can support Early Years development.
Author
Written by Sarah Seaman PGCE MA
Founder of The Muddy Puddle Teacher®
Teacher for over 19 years
Bloomsbury author
Trainer of thousands of teachers across the UK
