Dancing is one of the most appropriate and natural activities for children. In addition to entertaining them, dance has multiple postitive impacts on their development. Every child has an innate desire for rhythmic need and dance, students communicate non-verbally and express emotions trough dance. In the teaching of physical education, the whole rhythmic and dance structure is envisaged, and by practicing these structures, the adoption of dance elements with music, student develop proper posture, rhythm, dynamism, expressiveness of movement and creativity. Through movement and dance, the child satisfies all his needs, and dance and music greatly help to control the movement of the body and to realize himself and his possibilities. The thesis presents the development of dance since ancient times, states Rudolf Laban's theory of the art of movement, describes the curricula of physical education and dance schools, then explains the developmental stages of children and anthropological characteristics that develop dance and body structure in motion. The emphasis in this thesis is the introduction of dance movements in the teaching of physical education, from simpler to more complex so that every child can learn, adopt and apply them using their positive effects on the development of abilities. That is why the proposal to integrate dance movements into the teaching of physical education by grades from the first to the fourth grade of primary school was singled out. By introducing the proposed dance movements in the lower grades of primary school, the child will develop fully. The movements are carefully chosen to follow the developmental age and, accordingly, the abilities of the children. Dance promotes the development of motor and functional abilities, develops creativity, frees the child from certain fears and affects the psychophysical development of the child as a whole, and also affects social skills, enables the child better cooperation with other children and inclusion in society.