Abstract
Play-based learning activities are important programs throughout the world of children's education. Through play, children learn creatively and constructively. This study aims to solve the problem of creativity in early-childhood dance movements with the hope that there will be an increase in aspects of fluency, flexibility and elaboration through play activities related to educational dance. This action research uses an action research method which is carried out in three cycles. The subjects in this study were 19 children aged 5-6 years in Kindergarten in Central Jakarta. Data collection was carried out through observation, interviews, field notes, video documentation and photos. The findings show every child's creativity in dance movements can be improved through playing activities. Increased creativity in dance movements occurs in the aspects of fluency, flexibility, and elaboration. Another important finding, there is an increase in the optimal ability of dance creativity in the third cycle of this action research. The implication from this research is that play activities suitable for learning creative dance in early childhood must be designed as a program that emphasizes aspects of fluency, flexibility, and elaboration.
 Keywords: Early Childhood, Creativity in dance movements, Play based learning activities
Highlights
Creativity has been hailed as a critical 21st-century talent and an important part of student achievement
This study aims to solve the problem of creativity in early-childhood dance movements with the hope that there will be an increase in aspects of fluency, flexibility and elaboration through play activities related to educational dance
The results showed that the percentage of creativity in dance movements with the criteria developed according to expectations (81-100) is shown in table 3
Summary
Creativity has been hailed as a critical 21st-century talent and an important part of student achievement. Supporting innovative thought in early education, on the other hand, can be a difficult challenge for the classroom teacher. It is true that children use imaginative thinking when they paint, design, or produce artworks, it is true that creative thinking should be fostered in all realms (Eckhoff, 2011). The push-down school environment in early childhood classrooms (Copple & Bredekamp, 2009) creates yet another barrier to the incorporation of classroom learning opportunities that foster children's use of critical thinking skills. Childhood teachers struggle to strike a balance between the advancement of material awareness, child-centered learning environments, and engaging and play-based learning, which presents a pedagogical challenge
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