DRAMATIC ART AND DRAMATIC EXPRESSION THROUGH CREATIVE DRAMA METHODS IN PRESCHOOL EDUCATION

Abstract

The research focuses on determining the opinions of kindergarten teachers on the issue of applying dramatic expression in preschool education within five dimensions - the current state of the use of dramatic art and dramatic expression through creative drama methods within preschool education, drawing ideas for working with a work of dramatic art, an assessment of the children’s interest in working with a work of dramatic art by the kindergarten teachers, the relationship of kindergarten teachers towards dramatic art, and the opportunities for kindergarten teachers to acquire knowledge of dramatic art and creative drama within their undergraduate training or other forms of education. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been shown that the current state of the use of dramatic art and dramatic expression through creative drama methods in preschool education can be described as slightly above average. The opportunities for kindergarten teachers to acquire knowledge of dramatic art and creative drama in their undergraduate training or other forms of education were below average. The relationship of kindergarten teachers towards dramatic art can also be described as lower than average. The research clearly confirmed that the opportunities for acquiring knowledge from dramatic art and creative drama statistically significantly positively predict the relationship of kindergarten teachers towards dramatic art. Likewise, it was confirmed that the relationship of kindergarten teachers towards dramatic art statistically significantly positively predicts the use of works of dramatic art through creative drama methods in preschool education.