Abstract
This article reports findings from a qualitative study of a 10-week interactive drama residency in a large Headstart preschool in a southeastern state. The goal of the study was to learn about what happened when three to five-year old children and their teachers experienced interactive drama, with particular questions about how the young children’s academic and social development might be supported with dramatic arts. Findings from a qualitative analysis of observations, interviews and children's drawings indicated how important movement was for engaging young children, how rituals supported self-efficacy and risktaking, and how traveling in and out of a story world supported the imagination necessary for early literacy development. Findings also suggested the importance of involving classroom teachers in professional development about dramatic arts. These findings provoked new questions and plans for future research.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
