ABC of Dance

The 4–6 age range is considered optimal for this group. However, readiness is individual. Some children at age 3 can manage the load and absorb the material.
In such cases, we recommend attending a trial lesson to receive a teacher’s recommendation on whether to start now or wait.
If the child is ready, the teacher will advise on the best schedule — once or twice per week.

We understand that every parent wants to see how the class is conducted and how their child is doing. However, for the learning process to be effective, classes are held without the presence of parents.
Organizing a class for young children — especially at the beginning — is a delicate task. Children must get used to the environment, connect with other children, and establish communication with the teacher.
Parental presence may distract the child and hinder adaptation, giving them the chance to “hide behind mom” and not fully participate.
Once children are accustomed to the class, the school arranges open lessons, where parents can observe and even join the group, trying out the exercises themselves.

Often, the first classes are the hardest. A child might feel uncertain in a new environment or hesitate to separate from a parent. In such cases, it’s important to stay calm and avoid stress.
If attending the first class doesn’t work out — that’s okay. Simply try again on another day.
In practice, children adapt quickly. By the 4th or 5th lesson, a child who once peeked anxiously into the room walks in confidently and joins with joy.
Occasionally, reluctance to attend may arise mid-course due to tiredness or temporary emotional states. That is completely normal. With support and understanding from both parents and the teacher, this usually passes quickly.

It’s important to remember that the language of dance is universal.
In class, the focus is on movement, music, and emotional expression — not on words. Even if a child doesn’t yet understand the teacher’s language, it doesn’t prevent them from engaging and enjoying the class.
Our instructors speak multiple languages and have extensive experience working with children from different countries. When needed, they can give instructions or provide support in English or another familiar language.
Practice shows that children easily grasp information through demonstration, play, and the atmosphere of the class.
Any language barrier usually disappears during the first few sessions.