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3/28/14 Drama in Early Childhood Education
Transcript of 3/28/14 Drama in Early Childhood Education
Appealing stories to young children have:
1) predictable patterns in stories
3) settings that are easy to visualize
4) moral of the story
5) sounds or movement in the stories
Dramatic Play Center
Drama can help with classroom issues
Scenario: Children in the class are having trouble including a new student. The teacher presents a problem to the class: How can the children help a child who wants to play. The children act out the situation and come up solutions to include children who want to play. Practicing appropriate responses helps prepare children when situations arise. This also helps the children develop empathy.
Your class is having trouble with bullying. How can you help the children come to realize that bullying is wrong by using drama? Act out a scenario to demonstrate for the class in how you would deal with this issue as a teacher.
Drama Matches How Children Learn
Benefits of Drama in Early Childhood Education
Watch these videos and consider how dramatic play promotes different areas of development:
1. Young children learn through play and experiences within their environment.
2. Drama is multisensory.
3. Drama involves many of Gardner's multiple intelligences, making it highly accessible for most students.
4. Drama connects language and movement, while promoting collaborative social skills.
You will break up into groups of 5(ish). Select a familiar children's story that you all know. You have the option of changing the story in an interesting way. Determine roles, events, and the way you will change the story. You can rehearse as you would like, but your performances will be informal and spontaneous.
Post Activity Reflection
1) How did you group work together? Was there a leader? Was it a positive experience? Why or why not?
2) How did you feel in your role? Did it push you out of your comfort zone or were you comfortable?
3) How did you feel about the performance aspect? Would you be more comfortable just "playing?" rather than performing? Was it exciting?
4) Why do you think children enjoy dramatic play so much? How is dramatic play an inclusive activity?
Dramatic activities to follow story-time:
-Retelling stories: children should have opportunities to retell the stories they have heard.
- Creating stories: children can create their own stories using familiar characters or settings from the story they heard.
- Dramatic play: children can act out stories with roles.
Children have a "sense of story" (Applebee 1978) as demonstrated when they say "Once upon a time" or "And the donkey went hee-haw all the way home."
Teachers who tell their own stories inspire children to create stories.
Teachers can help children tell their own stories by scaffolding and asking questions.
Group Activity: Create a once per month themed dramatic play center for 9 months (school year). Keep the costs to a minimum to reflect your budget and focus on the homemade. List everything you would do/ use to make your center appealing and interactive.
Planning Dramatic Activities
-The teacher decides the 1) objective 2) stimulus for the drama (story), 3) the focus or problems to be solved, and 4) ideas for roles
Introduction- What is the premise? Read a story, imagine a place, think about personal experience, etc.
Plan of action- After the story, talk about the story. The students can volunteer for roles.
Dramatization- Allow children to play out the story.
Closing and evaluation- Talk about their experience and reflect. Extract meaningful experiences/ lessons from experience.
Plan and replay: Allow children to change roles or play again.
Side coach- teacher presents suggestions from the sideline without stopping the action.
Participant- teacher is part of the drama to keep peace or keep the story going or engage in the playful spirit. Teacher can assume a major role to ask questions or a minor role to keep participation to the minimum.
Audience- teacher watches.
-If it was a planned lesson, was the objective met?
-How well did the student interact with his group?
-Did the students make independent choices regarding the dramatic play?
-How did the students feel about their dramatic play?
-Was it a positive experience?
Consider for next time:
-Scaffolding? Playing a role?
-What can be improved?
-Pairs and small groups allow for more meaningful participation and less waiting.
-For specific objectives- consider the personalities within the group.
Grouping for dramatic play
When would a teacher want to select groups of children to work together? What are some factors in the children's personality she would want to consider?
Creating classroom guidelines for dramatic play (with children)
Dramatic play guidelines:
-Listen to others
-Solve problems together
-Care about others' feelings
-Operate by democratic values***
***When would should dramatic play NOT run by democratic values?
Including special needs children
-Children with all types of special needs can and should enjoy drama.
-Children can select a character and a role that is appropriate for their level.
-Grouping can be strategic
-Teacher can scaffold as needed.
-It can/ will be a wonderful experience for all students.
- attending a live performance (selection should be interesting, shorter, meaningful, possibly including music or dance, and selected with care).
-participating in theater performances (memorized lines, directed action, selected parts)
-Reader's Theater works great with children in grade-school. The students work in small groups to create and perform a story. (Page 262)
Older children can benefit from other DAP dramatic activities
1st paragraph- Think of your field observations hours or work experience. Describe the opportunities for dramatic play in the classroom. What does the center look like? How do the children interact with the center?
2nd paragraph- How does dramatic play match the developmental level and learning styles of young children?
3rd paragraph- How do you plan to use dramatic play in your classroom? What tools/ props will you need?