The drama in sociodramatic play: implications for curriculum and pedagogy

IF 1
Una McCabe
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引用次数: 6

Abstract

Abstract The research outlined in this article uses drama as a methodology to effect levels of engagement in sociodramatic play. The study draws on research by the initiators of sociodramatic play training, and provides quantitative and qualitative results in relation to children aged three to six, in a disadvantaged setting. It is shown that children will not always learn to play by playing and that the use of drama pedagogy can develop children’s ability to access dramatic play worlds. Borders and commonalities in discourse around drama in education and early childhood education are examined. Conclusions are made around the importance of the educator’s subject knowledge of drama as a key component of a play pedagogy which best supports sociodramatic play. Working in role, supported by the educator, is centralised as the curriculum provision children need in order to be able to explore the narrative of their worlds.
社会戏剧中的戏剧:对课程和教学法的启示
摘要本文概述的研究使用戏剧作为影响社会戏剧游戏参与水平的方法。该研究借鉴了社会戏剧游戏训练发起者的研究,并提供了与弱势环境中3至6岁儿童有关的定量和定性结果。研究表明,儿童并不总是通过游戏来学习游戏,使用戏剧教学法可以培养儿童进入戏剧游戏世界的能力。围绕戏剧在教育和幼儿教育话语的边界和共性进行了检查。结论围绕着教育工作者的戏剧学科知识的重要性,作为戏剧教学法的关键组成部分,它最能支持社会戏剧戏剧。在教育工作者的支持下,角色工作是集中的,因为孩子们需要课程提供,以便能够探索他们的世界的叙述。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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20.00%
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2
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