本研究旨在探討認知發展理論應用於兒童舞蹈教學之可行性。研究者身為一名舞蹈教師，瞭解在教學中，面對不同年齡層的兒童，必須給予不同的教學方式與課程內容，若加以配合認知發展理論設計課程，必定更能達到使兒童健康成長，快樂學習的目的。研究過程以皮亞傑與布魯納認知發展理論為主要探討主題，透過文獻分析的方式，探究兩種認知發展理論與兒童舞蹈之關聯性，及如何應用於舞蹈教學中。研究結果顯示，教師在教學前若能對兒童認知發展各階段所對應的行為特徵先有深入的瞭解，便具備有足夠的知識背景，能選擇適合各年齡兒童的舞蹈動作經驗，並根據兒童的本能與需求為考量，配合兒童認知發展階段與教學原則，設計循序漸進的課程，達成「適性教學」，不僅教學者在過程中能掌握住兒童的認知發展及學習成效，更能適時提供兒童探索的機會，滿足兒童強烈的好奇心、激發兒童身體機能，增加無窮的學習動力。

The research is investigating the theory of Cognitive Development for children, and its application onto the importance of children dance. As a dancing teacher myself, the researcher understood that it’s necessary to give different teaching style and lecture contents for children of different ages. If cooperate with Theory of Cognitive Development, it’s foreseen to have the children growing healthily and learning happily. The research is mainly using Jean Paul Piaget and Jerome Seymour Bruner’s cognitive development as the tools. Through documental analysis, the goal is to identify the connection between these two theories and children dancing, as well as the appliance on dancing education. If the teachers have good understanding on the behaviors for different children cognitive developments and the corresponding behavior characteristics, then they will have enough knowledge background to choose the suitable dancing technique for different ages. The teacher will be able to put the children’s instinct and requirements into consideration and design a sequential lesson that coordinates children cognitive developments and theory, thus accomplished “Adaptive Instruction”. Not only the teacher can monitor children’s cognitive development and learning outcome, but also can provide the children a chance to explore, and satisfy the curiosity. The ultimate goal is to stimulate the body function and improve the motive to learn for the children.