An action research on the impact of creative drama on children’s social development in the early years

Abstract

This action research studies how creative drama impacts upon the social development of young children in Singapore. Specifically, it addresses how the drama instructor, as well as a structured programme, influences the development of a young child's social skills and self-confidence.<br><br>The need for particular research findings in the local context arises because formalised creative drama curriculum has yet to gain recognition in Singapore's early childhood education setting. It is hoped that the findings here will allow for more research studies to be undertaken, specifically those with a focus on creative drama. Ultimately, there needs to be greater awareness and acceptance of the role of creative drama in early childhood development.<br><br>This action research, with an embedded case study, was implemented through ten sessions sited in an 'anchor operator' preschool. The demographics of the student population in an 'anchor operator' preschool, is made up primarily of Singaporean children, hence the choice of such a preschool.<br><br>The methodology was as follows. A teacher-researcher implements a prescribed creative drama curriculum, while observing the children's responses. Video recordings along with the class-teacher's observations and reflections are also documented and triangulated with the teacher-researcher's observations.<br><br>Overall, the findings indicated a growth in the children's social skills and self-confidence. Any curriculum is ineffective if the instructor is unable to look beyond the given structure and adapt to the needs of the class. A prescribed curriculum, flexibility in executing the lesson and focused lesson objectives is necessary to empower creative drama instructors. A creative drama programme that incorporates drama conventions, such as improvisation, teacher-in-role and personal reflection also allows participants to connect with the lesson at a deeper level, hence fostering social development. It is hoped that early childhood educators, equipped with such knowledge, will now be more receptive (and more able) to use creative drama effectively to develop social skills and self-confidence in young children.