Dance Play Method: A Strategy for Teaching Emotionally Challenged Primary Schools Children in Cross River State, Nigeria

Abstract

Most school children who are emotionally challenged are often stigmatized and left abandoned by their teachers and classmates. Although Federal Legislation (e.g., Americans with Disabilities Act of 1990) protects the inherent rights of individuals with emotional challenges and disabilities, that legislation cannot always protect them from subtle forms of discrimination and prejudice. This paper clearly point out the undisputable place of dance play method as a strategy for helping children who are emotionally challenged. School counselors, administrators, and teachers have a unique opportunity to directly address emotionally challenged children by providing organized, enjoyable dance and movement activities in a supportive environment and helping students gain better body control and develop nonverbal and social skills. This paper examined the place of the teacher as dance educator to have insights into these learner's abilities and effectively guide the children overcomes their emotional challenges in the school.