Learned Dance & Lullabies: Ultimate Guide to Human Development
Recent research challenges what we’ve long believed about human behaviors like dancing and singing lullabies. These activities aren’t hardwired into our DNA after all. Instead, they’re learned cultural practices passed down through generations. This discovery reshapes our understanding of human development and cultural transmission.
Scientists from multiple institutions have found compelling evidence that contradicts the popular “universalist” view that certain behaviors are innate across all human societies. Their findings reveal a more nuanced picture of how we develop these seemingly instinctive abilities. This comprehensive guide explores what this means for parents, educators, and our understanding of human nature.
The Myth of Universal Human Behaviors
For decades, many researchers believed that dancing and singing lullabies were universal human traits. These behaviors appeared across so many cultures that scientists assumed they must be hardwired in our brains. However, new evidence suggests we need to rethink this assumption.
The study published in Science Advances examined cultural practices across 16 small-scale societies. Their findings challenge the notion that humans are born with an innate ability to dance or sing lullabies. Instead, these behaviors emerge through cultural learning and social transmission.
As lead researcher Samuel Mehr explains, “We found substantial variation in these behaviors that simply couldn’t be explained by genetic factors alone.”
Why This Matters for Understanding Human Development
This research transforms how we think about child development. Instead of viewing certain milestones as biologically determined, we should consider the powerful role of cultural learning. Children develop abilities like rhythmic movement not because they’re programmed to do so, but because their environments nurture these skills.
The implications extend beyond academic interest. Parents and educators can use this knowledge to create richer learning environments that support diverse developmental pathways rather than expecting universal developmental trajectories.
Dancing: Cultural Practice, Not Biological Imperative
The study found that rhythmic movement to music—what we commonly call “dancing”—varies dramatically across cultures. Some societies place enormous emphasis on dancing as a core cultural practice. Others give it much less attention or practice it in ways that would be unrecognizable to Western observers.
This challenges the popular idea that humans are natural dancers from birth. According to the research, infants don’t automatically respond to music with rhythmic movement. Rather, they learn to dance through observation and participation in their cultural environment.
Cultural Variations in Dance Practices
The researchers documented fascinating differences in dance practices across cultures:
- In some communities, dancing is primarily a spiritual practice connected to specific ceremonies
- Other societies use dance primarily as entertainment or social bonding
- Some cultures emphasize highly synchronized group movements
- Others value individual expression and improvisation
- The age at which children begin dancing varies widely between communities
These variations highlight how cultural context shapes the development of movement patterns. Children learn to dance in ways specific to their community, rather than following a universal human template.
How Children Learn to Dance
The research reveals that children develop dance abilities through several mechanisms:
- Observation of adults and older children
- Direct instruction from family members or community teachers
- Participation in cultural rituals and celebrations
- Receiving feedback about their movements
- Practice within culturally meaningful contexts
This learning process typically takes years. Children gradually refine their ability to match cultural expectations for rhythmic movement. The process resembles language acquisition more than the emergence of a biological instinct.
As researcher Casey Lew-Williams notes, “Children aren’t born dancing; they’re born into cultures that dance in particular ways.”
Lullabies: Cultural Tool, Not Maternal Instinct
Similar findings emerged regarding lullabies. The study revealed that singing to infants isn’t an automatic maternal behavior but a learned cultural practice. This contradicts the common belief that mothers instinctively know how to sing to their babies.
According to the National Childbirth Trust, lullabies still offer numerous benefits for infant development. However, the specific patterns and practices vary widely across cultures.
Cultural Variations in Infant-Directed Singing
The study documented significant differences in how cultures approach singing to babies:
- Some communities have extensive repertoires of specific infant songs
- Others rarely sing to infants but use different soothing techniques
- The musical features of lullabies vary widely between cultures
- In some societies, specific individuals (not necessarily mothers) are designated as the appropriate singers for infants
- The contexts and purposes for infant-directed singing differ significantly across cultures
These findings suggest that singing to babies reflects cultural learning rather than biological programming. New mothers learn how to sing to their infants by observing others in their community.
How Lullaby Practices Are Transmitted
The transmission of lullaby practices follows several patterns:
- Observation of experienced caregivers singing to infants
- Direct instruction from family members
- Participation in community childcare practices
- Exposure to cultural models of appropriate infant care
- Adaptation of general cultural music forms for infant contexts
This process creates continuity in musical practices across generations. However, it also allows for innovation and adaptation as cultural contexts change. The researchers observed that lullaby practices could change significantly within a single generation when communities experienced cultural shifts.
Implications for Parents and Caregivers
These findings offer valuable insights for parents and caregivers. Rather than assuming there’s a “correct” biological way to dance with or sing to children, the research suggests embracing cultural learning as a natural part of development.
For parents, this means:
- Recognizing that comfort with dancing or singing may require learning, not just instinct
- Valuing diverse cultural approaches to movement and music with children
- Creating rich environments where children can observe and participate in cultural practices
- Understanding that children learn these skills gradually through exposure and practice
- Appreciating that their own cultural background shapes their comfort with these activities
Parents who feel awkward dancing or singing with their children aren’t failing at some biological imperative. They may simply need more exposure to cultural models that make these practices meaningful.
Practical Activities for Cultural Transmission
Based on the research findings, here are practical ways to support children’s learning of cultural movement and music:
- Attend community events where dancing or singing occur
- Share videos or recordings of cultural music and dance practices
- Invite experienced family members to demonstrate traditional songs or movements
- Join parent-child music classes that provide structured opportunities for cultural learning
- Create regular home routines that incorporate culturally meaningful music and movement
These activities support children’s development by providing opportunities for cultural transmission. They recognize that children need exposure and practice to develop these seemingly “natural” abilities.
Implications for Education and Policy
The research also carries important implications for education and policy. If dancing and musical interaction aren’t universal human traits but learned cultural practices, educational approaches should reflect this understanding.
For educators and policymakers, this means:
- Recognizing diverse cultural pathways in movement and music development
- Avoiding assumptions that all children will naturally engage with music in similar ways
- Creating inclusive educational environments that value different cultural approaches
- Providing opportunities for children to learn varied cultural movement and music traditions
- Developing culturally responsive assessments that don’t privilege one cultural tradition
Schools that integrate diverse cultural practices into their curriculum support all children’s development. This approach validates different learning pathways rather than imposing a single cultural model.
The Bigger Picture: Nature vs. Nurture Reconsidered
This research contributes to the broader reconsideration of the nature versus nurture debate. Rather than viewing human development as determined either by genetics or environment, modern science recognizes complex interactions between biological predispositions and cultural learning.
Humans may have biological capacities that make learning dance and music possible. However, the specific forms these behaviors take depend heavily on cultural context and learning opportunities. This perspective offers a more nuanced understanding than either strict biological determinism or pure cultural relativism.
As researcher Miriam Lense explains, “We’re not arguing these behaviors have no biological basis. We’re showing that cultural learning plays a much more significant role than previously recognized in shaping how these capacities develop.”
Evolution of Cultural Learning
The research also illuminates how cultural learning itself evolved as a powerful human adaptation. Our species’ capacity to learn complex behaviors from others, rather than relying solely on genetic programming, provides tremendous flexibility.
This flexibility allowed human communities to develop diverse strategies suited to their specific environments and needs. The variation in dance and musical practices reflects this adaptive diversity rather than random cultural differences.
According to Professor Samuel Mehr, “Cultural learning itself is our biological adaptation. We evolved to be exceptionally good at learning from others, which allows tremendous cultural diversity while maintaining our biological unity as a species.”
Real-World Application: The Baby Music Class Case
Consider the popular phenomenon of baby music classes. These classes typically promise to develop children’s “natural” musical abilities. However, the research suggests these classes actually function as mechanisms for cultural transmission rather than awakening innate capacities.
In these settings, parents learn cultural models for musical interaction with infants. Children observe adults engaging with music in culturally specific ways. The classes create structured opportunities for practices that might otherwise be absent in some modern households.
This example highlights how contemporary societies are actively creating new contexts for cultural transmission of music and movement practices. These efforts reflect an intuitive understanding of the importance of cultural learning, even when framed in the language of “natural development.”
Conclusion: Embracing Cultural Learning
The discovery that dancing and singing lullabies are learned rather than hardwired doesn’t diminish their importance. Instead, it highlights the remarkable human capacity for cultural learning and transmission. These behaviors remain powerful tools for connection, emotional regulation, and community building.
For parents, educators, and policymakers, this research offers an invitation to value diverse cultural pathways in human development. Rather than expecting universal patterns, we can appreciate the rich variety of ways humans learn to move and sing with each other.
By understanding these behaviors as cultural rather than purely biological, we gain a deeper appreciation for how humans develop. We also gain practical insights into supporting children’s learning across diverse cultural contexts.
What cultural movement or music practices shaped your own development? Consider how these learned behaviors continue to influence your interactions with children today. The dance of human development continues, passed from one generation to the next through the powerful mechanism of cultural learning.
References
- Mehr, S. A., et al. (2023). Cultural variation in social judgments of infant-directed song. Science Advances.
- National Childbirth Trust. (2022). How lullabies benefit you and your baby.
- Lense, M. D., & Camarata, S. (2020). MUSIC-based approaches for developmental speech-language training. Frontiers in Psychology.
- Jacoby, N., & McDermott, J. H. (2018). Integer ratio priors on musical rhythm revealed cross-culturally by iterated reproduction. Nature Human Behaviour.
- Lew-Williams, C., & Saffran, J. R. (2021). The impact of early experience on language development and processing. Annual Review of Developmental Psychology.