Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children’s development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 179(8), 1041–1054.
The following article discussed the specific features of Vygotskian perspectives to discuss the effective use of dramatic play in the enhancement of children’s development in their early years of learning. The major concern of the exploratory work is to explore the different environmental and administrative features that can play a major role in effectively adopting specific practices in the classroom. It is crucial to effectively align the practices with the approaches of child-centred and teacher-directed aspects. The author focuses on the idea that there are many factors that need to be considered when it comes to the prospect of pedagogy (Gupta, 2009). The main purpose of the article is to discuss the pedagogical issues by critically focusing on the aspect of dramatic play. The author comes up with the idea that an effective curriculum on dramatic play can enhance the learning approach of the early years of education. The step-by-step feature of the formation and implementation of the curriculum about drama plays a crucial role in attaining the desired outcomes in the case of early childhood classes. The author of the article conveys the idea that the Vygotskian perspective can play a major role in the overall development of the curriculum, particularly in the case of children’s development, with a focus on dramatic play. The author develops the project of children’s development by considering the different dimensions of the Vygotskian perspective, such as language and cognition, different forms of cultural signs, and the facet of the socio-cultural elements, etc. Proper implementation of these aspects can be helpful in adopting the facet of dramatic play in the case of childhood learning.
Mages, W. K. (2008). Does creative drama promote language development in early childhood? A review of the methods and measures employed in the empirical literature. Review of Educational Research, 78(1), 124–152.
The focus of Wendy Karen Mages in the following article is to assess the phenomenon of how a feature of creative drama can play a major role in language development in the early childhood phase. Different methods and measures associated with this perspective were discussed in the following article (Mages, 2008). The element of the concentration of methods and measures is effectively connected with the assessment of the related literature. The author develops and focuses on the idea of proper consideration of the different procedures and measures associated with the discipline of creative drama. The following feature is ultimately used as a tool to improve the aspect of language development in the particular case of young children. It is also notable that the following study successfully identifies different factors that can be characterized as limitations in the implementation of creative drama methods. Identification of these problems is crucial because it negatively impacts the validity, reliability, and credibility of the overall approach to the drama. The following article provides significant recommendations for dealing with this particular issue. The particular facet of inclusion criteria was selected to review the aspect of empirical studies. The ethnographic paradigm is the consideration of the article for future directions in applying the approach of creative drama in the case of different communities.
O’Toole, J. (2009). Drama for development and expression. In Drama and Curriculum (pp. 71–95). Springer.
The focus of this piece of literary contribution is to discuss the aspects of development and expression in the case of drama. There is the existence of many claims and particular assumptions associated with the prospect of drama. It is come up with the belief that the measure of drama can be used as an effective dimension to enhance personal and overall social development. Drama is identified as the one crucial expression of the elements of ‘self’ or, on the collective level, ‘selves’ (O’Toole, 2009). The author effectively presented the idea that this particular claim is closely related to early childhood. It is crucial to mention that the aspect of dramatic play is considered the necessary and effective element in the early years of development, but virtual aspects only explore this claim. This specific argument appears by referring to the approach of psychologists, educationalists, and group drama educators. The approach of creative drama is crucial because it provides the opportunity to adopt the facet of creative expression successfully. Enhancement of expression can be explored in case of its positive impact on emotional development.
Wee, S. J. (2009). A case study of drama education curriculum for young children in early childhood programs. Journal of Research in Childhood Education, 23(4), 489–501.
The following article is based on a case study that examines the features of the drama education curriculum for young children by considering the facets of early childhood programs. The element of curriculum regarding drama education for this case study was taught by a drama specialist. The approach of critical assessment is applied to assess the unique form of drama teaching practices in the different forms of drama programs (Wee, 2009). The approach of the one kindergarten and two 1st-grade classes were considered to evaluate the aspect of 9-week drama programs featured by the drama specialist. An interview with the drama specialist was conducted to explore their expression about the implementation of drama studies on the development of early education. Regular classroom activities were also considered to explore the feature through the expression of the non-specialist drama teachers. The results of the overall activity indicate that the approach of drama specialists is different from the activities adopted by the non-specialist drama teachers in drama class. The outcomes of the activity help to make inferences that particular methods and techniques adopted by the drama specialist can effectively contribute to enhancing the approach to the children’s learning.
O’Toole, J., & O’Mara, J. (2007). Proteus, the giant at the door: Drama and theatre in the curriculum. In International Handbook of Research in Arts Education (pp. 203–218). Springer.
The features of drama and theatre are discussed in the case of the curriculum. The study aims to explore the influential role of the approaches of drama and theatre in the overall consideration of the curriculum. It is necessary to understand that the dimension of drama is always related to the facet of the formal form of curriculum. The following article provides an example of the many societies that successfully consider the aspects of dramatic play and the features of performance in the traditional approach of curriculum (O’Toole & O’Mara, 2007). The paradigm of the concept of drama can be explored with the help of three aspects, which are characterized as cognitive, expressive, and social or pedagogical features that enhance the element of learning. Functioning is another crucial feature related to the broader concept of drama. It successfully identifies the approach to what people do and performs under the paradigm of drama. The authors of this study also identified that the facet of philosophies also plays a crucial role in making inferences about the overall approach of the drama with the consideration of its role in the curriculum.
Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community-building activity in an early childhood classroom. Early Childhood Education Journal, 41(3), 197–210.
The authors of the following article want to assess how effectively storytelling dramas can play a major and effective role in the enhancement of community activity related to the features of the early childhood classroom. A strong and healthy form of social-emotional development in the case of children can be attained through their effective communication with adults and their peers (Wright, Diener, & Kemp, 2013). The storytelling drama approach can be effectively utilized to enhance the approach of community development in the particular case of early childhood classrooms. A qualitative form of study was applied to evaluate the research objective related to the desired prospect. The feature of analysis was conducted in the case of 20 videotaped sessions with the approach of storytelling drama. Specific patterns and themes of these videotapes were assessed to make inferences about the importance of the storytelling drama. The four major themes that can play a role in utilizing storytelling drama as a positive aspect of community development were identified. These particular themes were identified as individual roles, group membership, the feature of inclusion, and the aspect of the association building. Identification of these particular themes can help teachers adopt an approach that ultimately enhances childhood development, referring to the approach of the drama.
References
Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children’s development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 179(8), 1041–1054.
Mages, W. K. (2008). Does creative drama promote language development in early childhood? A review of the methods and measures employed in the empirical literature. Review of Educational Research, 78(1), 124–152.
O’Toole, J. (2009). Drama for development and expression. In Drama and Curriculum (pp. 71–95). Springer.
O’Toole, J., & O’Mara, J. (2007). Proteus, the giant at the door: Drama and theatre in the curriculum. In International Handbook of Research in arts education (pp. 203–218). Springer.
Wee, S. J. (2009). A case study of drama education curriculum for young children in early childhood programs. Journal of Research in Childhood Education, 23(4), 489–501.
Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community-building activity in an early childhood classroom. Early Childhood Education Journal, 41(3), 197–210.
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