The study aims to examinehow children generally experience dance as a creative activity, at preschool. The impact of dancing on children's learning and creativity in particularly is infocus.

With these objectives in mind and in order to obtain a deeper understanding for the study themes, two questions are raised. How do children in preschool perceive dancing? What possibilities do children obtain by dancing to express their creativityand facilitate theirlearning?

In order to highlight and answer these questions a number of dance activities were carried through with a group of children between ages 3 and 4. A pedagogical documentation consisting of both video-and audio recording wasused as a method andanalyzedtogether with the children and with another teacher. The theoretical basis of the study is Loris Malagozzi's theory and the Reggio Emilia stance in pre-school pedagogy, starting from "The opulent child in the center" and fromthe child's perspective.

The result of the study gives evidence of children's substantial curiosity and interest in dancing as a joyful activity in preschool. The dancingactivities highlighted in the study demonstrate the dance's impact on children's learning and creativity in various ways. The children were prompted to follow and imitate each other'sdance movements as well as to use their imagination and freely improvise and createown movements.