The question of class placement can be a hot topic at the start of a dance season. Students and parents have personal goals ranging from seeking a challenge to wanting to dance with peers. These goals often result in a request to change levels prior to the start of classes.

At CSDA, we carefully consider every request. After navigating many requests, we have established a series of intentional steps to ensure that any changes made in class placement truly benefits each child. Our goal is to provide the best possible chance for success, which considers not only technical skills but also social integration and the freedom of expression that comes from feeling comfortable and competent in class.

Our Guidelines for Advancement

Age-Based Registration: Students register according to their age at the time of enrollment. The only exception is if a child's birthday falls within a month of the first day of classes. For example, if our first day is October 1st and a student has a birthday on October 20th, they would register based on their age as of that birthday.
Class Attendance: Students wishing to be evaluated for advancement must initially register and attend the class designated for their age group. After the first two weeks, instructors will provide recommendations based on observations in class. Only then would a student move to a different class, and only on the unified advice of both the administration and the instructors involved.

These guidelines exist to provide a baseline evaluation from which instructors and administration can make informed decisions about class placement. They also produce a natural pause for students and parents alike, giving every participant the opportunity to carefully evaluate their best fit.

The Benefits of Age-Appropriate Placement

Because most classes at CSDA include 2 ages (6/7, 8/9 etc.), class rotations naturally give students the opportunity to be both the younger and older peers in rotation. One year they may be the youngest in the class; the next, they will be among the older group. This experience can significantly boost students’ confidence. In one year, a student might struggle to keep up with choreography. The next, they may feel comfortable and confident enough to lead and serve as a role model for their classmates. This ebb and flow instills a sense of responsibility to be present and engaged in their class according to their age.

When students feel uncomfortable sharing a classroom with younger students and seek the opportunity to change levels, they miss out on the opportunities shared above.

Students who stay with their peers benefit from a stable social environment that fosters skill development. Those placed in new classes with older peers may find it challenging to keep up socially, which can lead to feelings of isolation or frustration, hindering emotional development and self-esteem. By remaining with age-mates, students are encouraged to develop cooperative behaviors, enhance conflict resolution skills, and foster prosocial behaviors such as empathy and communication (Müller & Zurbriggen, 2016).

What if my child says they are bored?

Parents occasionally raise the concern that their child may be bored in class. Students may cite behavioral issues from other students that cause distractions, and affect the pace of the class. At CSDA, we consider classroom management a very important component to a successful dance education. If your child is complaining about classroom management impacting their experience in class, please notify our managerial staff. We will look into this issue, and do our best to address it with immediacy.

What if my child is exceptionally skilled?

It is common for dance instructors to be the first to identify a child with a particular aptitude for dance. When this happens, it is typically unanimously agreed upon by all instructors that the child has an unusual aptitude and may need to be considered for elevation in class levels.

Most likely, if your child is exceptionally skilled and moves at an unusual pace, instructors will note this to you, and give individualized advice concerning the trajectory that will best suit that student. Students that are moved out of a level and into another level are often done so at the urging of multiple instructors that unanimously agree that it is in the best interest of the student to move them to a new level.

What about the social factors?

Administration and teaching staff at CSDA give as much consideration to the social and emotional impact of a class change as is given to the skill-related consideration. Why?

Children in similar age groups are better able to relate to each other’s emotional experiences, promoting emotional expression and support. When children are grouped with significantly older peers, they may feel intimidated or out of place, which can stifle their willingness to express themselves. This can impede emotional growth that would thrive in age-appropriate peer groups (Cairns et al., 1985).

Students who remain with their peers are more likely to maintain a sense of belonging and inclusion. A child’s sense of belonging is often linked to their relationships with peers. By staying with classmates of the same age, they build stronger social bonds, enhancing their well-being and confidence. Conversely, placing significantly younger students in older classes can create a mismatch in emotional maturity and social dynamics, potentially leading to anxiety or withdrawal from the group (Chen & French, 2008).

Embracing Developmental Success

If you’re considering whether your child should advance a level based on your observations, we encourage you to reflect on the developmental factors that contribute to a child’s social and emotional success in an educational setting. The insights shared in this blog come from child development professionals who emphasize that success is not solely about skill execution; it also involves understanding the broader context of a child’s experience.

At the Center Street Dance Academy, we are dedicated to nurturing children—not just as dancers, but as well-rounded individuals. Our investment in our students shapes their lives in profound ways, and we aim to help them experience a sense of health and wholeness. We encourage all parents to engage with this information as you navigate the hopes, dreams, and aspirations you have for your children. We are dreaming with you, and we cherish (and take seriously) our role in the beautiful growth and development of your kids!

Dance Together: Why Age Matters in Dance Education