Abstract
AbstractThis article investigates three key moments from a sequence of learning facilitated within a Singapore preschool. Delivered as part of a wider study aimed at identifying the value of dramatic pedagogies for developing young children's global competence, the learning sequence was facilitated by the researcher—an experienced early childhood drama educator. The learning experiences were designed to be responsive to the children's interests and ideas, with an emphasis on ensuring their active participation and agency. Analysis of the data was supported using the 2018 Organisation for Economic Co‐operation and Development Global Competence Framework and the Elements of Drama model. Despite limitations such as the small sample size, the findings suggest that for these children, dramatic pedagogies were effective in providing opportunities for engagement with the complex ideas associated with global competence and sustainable development. However, analysis also reveals that in order to be effective, careful management of the elements of drama is required. The article concludes by outlining implications for educators and public policy‐makers interested in identifying pedagogies suitable for developing young children's global competence and supporting their awareness of the importance of sustainable development.
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