Influence of Instructional Drama Activities on the Development of Early Years Learners in Elgeyo-Marakwet County, Kenya

Abstract

This study was an in-depth investigation into the influence of instructional drama activities on the development of learners in Early Years (Early Childhood) Education Centers in Elgeyo-Marakwet County, Kenya. The study was guided by Piaget’s Cognitive development theory and utilized a cross-sectional descriptive survey research design. It made use of 513 respondents comprising 334 teachers, 172 Head teachers and 7 officials in charge of Early years in Elgeyo Marakwet County. Data were collected through questionnaire and analysed using descriptive statistics. The study established that teachers in the ECDE Centres do not frequently use instructional drama. They instead use the Ministry of Education Models for teaching and learning in ECDE. The study concludes that drama provides a neutral vehicle through which ECDE pupils can explore, express themselves, discover and interpret the world around them, thus making them acquire skills to co-operate with peers and control impulses. One recommendation is that teacher training institutions and ECDE schools should work together to ensure that teachers are appropriately prepared to use instructional drama.