Abstract
The basic goal of a kindergarten program should be the development of verbal ability. A young child's potential is judged more by this factor than any other. Not only are the teacher's expectations affected by the words a child uses, a fact that the young child quickly learns, but the child's self-image is influenced by this ability to communicate his thoughts. Nor is it a matter of appearances only. The learning ability of the child is at stake. This article describes an experimental curriculum for kindergarten based on the assumption that systematic participation in formal dramatics will improve the verbal ability of the kindergarten child. Certainly there is nothing new about kindergarten dramatics. The best kind of kindergarten play has always involved imaginative drama, and children have always acted out stories in school and out.
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