Highlights of the historical development of structured and creative/free dance experiences for children within the curriculum of early childhood education in the 20th century are sketched. Although some educators dissented with the practice, in the 1920s most dance activities for young children were structured. The following decade was characterized by a gradual shift toward freedom of movement and a recognition of individual rhythms. In the 1940s, during World War II, there was a hiatus in developing new creative movement programs. The 1950s brought an emphasis on freedom of movement that extended to the nursery school level. Exchange of ideas between early childhood educators and dance educators began to increase during the 1960s. In the 1960s and early 1970s, dance experiences were characterized by freedom combined with a small amount of structure. Presently, early childhood and physical educators agree with the idea that movement (1) plays an integrated part in the curriculum for the young child; and (2) should be construed as a way of knowing, finding out, testing, and expressing oneself that is reciprocally and causally linked with feelings. (RH)