Creative Drama Research Articles

Building resilience beyond the COVID-19 pandemic: can it work through creative play with digital puzzles?

The COVID-19 pandemic worldwide has had significant repercussions for early childhood education. In this article, we begin by discussing the impact of a world health pandemic on education and the challenges of conducting a literature review following the COVID-19 pandemic. Specifically, we examine the challenges of conducting a literature review on building resilience in young children in the digital era. The four sections categorize the resilience literature into the following themes: (1) defining resilience in young children, (2) powerful play for resilience in young children beyond the COVID-19 pandemic, (3) creative play building resilience in young children, and (4) digital puzzles for resilience: the case of early childhood classrooms in Indonesia. Each of the four themes is presented with a narrative whose content is current, followed by a literary consensus. The article ends with changes to build resilience in young children using creative play through digital puzzles. Digital puzzles as media for creative play support young children in developing skills that will make them happier and more resilient in overcoming daily hardships. Young children can become individuals who successfully face daily hardships creatively to reconstruct themselves after experiencing bad conditions due to the COVID-19 pandemic.

Social larping as an author's method of forming the social competence of children with complex developmental disorders

The article presents the author's own practical experience and description of experimental work with children with complex disorders (autism, ADHD, intellectual disability, Down syndrome, childhood schizophrenia, cerebral palsy). The author has created his own method of forming the social competence of children with complex developmental disorders, implemented as part of an experiment within a rehabilitation institution. The essence and advantages of social larping are defined. The scientific studies related to the research topic are briefly reviewed. The method of forming social competence for autistic children - Creative drama - is analysed. A comparative analysis of the method of "live" game LARP and Creative drama is carried out. The concept of "social larping" is defined for the first time. The criteria and indicators of the level of formation of the social competence of children with complex developmental disorders are outlined (cognitive: knowledge of ways of behaviour, rights and responsibilities; basic ideas and knowledge to meet their own needs; knowledge of ways of social interaction; emotional and motivational: understanding of emotions, self-control skills (self-esteem), social values; behavioural: social interaction, orientation in social roles, social skills). The descriptive characteristics of the levels of formation of the social competence of children with complex developmental disorders in accordance with the above criteria are provided.
 The importance of introducing social larping as an author's method of forming the social competence of children with complex developmental disorders within the correctional and developmental work of rehabilitation institutions is proved. The impact of social larping on improving the interaction between children with complex developmental disorders within a mini-group, catching up with the child's own social experience in a rehabilitation centre is analysed.
 The conclusions and suggestions demonstrate the essence and advantages of social larping as a method of forming the social competence of children with SCD, as well as the effectiveness of its implementation

Analysis of pre-service teachers' flow experience in educational drama practices and the effect of practices on attitudes toward creative drama courses

Aim: The analysis of the flow experience of pre-service teachers in educational drama practices and the effect of the practices on the attitude towards creative drama lessons reveal the purpose of the study. It is of great importance for physical education teachers to use creative drama practices as an effective teaching method in physical education and sports lessons, both in terms of their personal development and professional development. Method: The study was designed with a pre-test-post-test control group experimental design, one of the true experimental designs, and one of the quantitative research methods. In addition to the demographic information form, the "Flow Experience Scale" and "Attitude Scale towards Creative Drama Lessons" were applied to the participants as measurement tools. The distribution of the participant's demographic information was analyzed by frequency analysis. T-test independent groups analyzed the participants' pre-test and post-test scale scores, and the change in the pre-test and post-test scores of the scales according to demographic information was analyzed by t-test in independent groups and one-way analysis of variance. A regression model was tested to determine the effect of reason on anxiety. Analyses were performed with SPSS 20.0 software at a 95% confidence level. Findings and Conclusions: As a result, there was no significant difference between the attitude scale scores towards flow experience and creative drama course of the students participating in the research according to their age, gender, income level, place of residence, and activity type, and between the pre-tests and post-tests of the scales. However, a significant difference was detected between the pre-test and post-test scores of the flow experience scale anxiety sub-dimension and the flow sub-dimension of the academic achievement variable. In addition, although there was no significant difference in terms of the variables mentioned, it was noted that the flow experience flow and anxiety subscale scores were low. In contrast, the attitude scores towards the creative drama course were high.

An Investigation of the Relationship between Democratic Attitudes and Communication Skills of Drama Educators

Creative drama encompasses two primary learning objectives: the internalization of democratic values and the cultivation of advanced communication skills. To foster these attributes in individuals through creative drama education, it is imperative that the educators themselves possess these skills. This research pursues a dual objective: firstly, it delves into the communication skills and democratic attitudes of creative drama educators, considering various influencing factors. Subsequently, it explores the correlation between communication skills and democratic attitudes. The study included 143 creative drama educators from 18 cities in Turkey. Various statistical analyses, including independent samples t-tests, Analysis of Variance (ANOVA), and Pearson Product Moment Correlation Analysis, were employed. The findings reveal that the gender and years of experience of drama educators are not significantly linked to their democratic attitudes or communication skills. However, the faculty that they are graduated from significantly impacts both their communication skills and democratic attitudes. Finally, the Pearson Product Moment Correlation Analysis demonstrates a significant and positive relationship between the communication skills and democratic attitudes of creative drama educators.

Situating Reflective Practice in Experiential Learning: A Case Study of Educators’ Professional Learning through Tinkering at Home

ABSTRACT From a social constructivist perspective, learning happens by way of engagement with other people and with objects in the environment, often through a process of play and exploration. The notion of tinkering illustrates this mode of creative play, which is relevant not only to youth learning but also to educators’ professional learning. In this study, we describe the experiences of a group of educators who participated in a professional learning program in the summer of 2020 that involved a series of activities for “tinkering at home.” Interviews focused on participants’ sense-making processes, the resources they sought out, and the facilitation choices they made if they included others in their tinkering. Thematic analysis revealed four characteristic features of the affective and relational flow of learning through tinkering: (1) generative openings, (2) multiple pathways for exploration, (3) impasse, and (4) resolution through social interaction. We discuss the implications of these themes for reflective pedagogical practice that is grounded in educators’ own experiential learning.

The Effect of Creative Drama Training Method on the Critical Thinking Levels of Nurse Managers

The Effect of Creative Drama Training Method on the Critical Thinking Levels of Nurse Managers

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

Using Creative Drama to Teach a Foundation French Business Course

Using Creative Drama to Teach a Foundation French Business Course

Связь игровой деятельности и понимания эмоций у старших дошкольников

<p>Play is traditionally associated with the emotions of a child, however, the results of research in this area are ambiguous. Available works are mainly concentrated in foreign sources since this topic is practically not studied in Russia. The purpose of this study is to fill this gap – to study the relationship between the play activities of preschoolers and their understanding of emotions. The hypothesis is that there is a direct connection between the level of development of pretend play for children 5-7 years old and their emotional development. To test the hypothesis, a modified method for evaluating play activity of L.B. Baryaeva and A.P. Zarin, as well as the Test for understanding emotions, were used. Play was evaluated twice, with a difference of 2 weeks, average scores were displayed. Emotion comprehension testing was carried out using the specially developed ChildStudy MSU computer program. The study was conducted in five kindergartens working under general education programs. The sample consisted of 50 children (21 girls, 42%), the age of the subjects ranged from 5 years 0 months to 7 years 5 months. As a result of the study, no correlations were found between scores on play activity and the understanding of emotions. Another noteworthy significant result is that children who correctly solve tasks for understanding mixed emotions have more complex creative play.</p>

The effect of creative drama courses taken by teacher candidates on critical thinking standards


 
 
 
 
 Critical thinking is a way of thinking that allows all aspects of life to be effectively used. These stages, which continue from collecting to organizing information, express the steps of thinking skills that take their place in the field literature as critical thinking. Education and training activities are the biggest factors in the acquisition of critical thinking skills at the information society stage. Critical thinking is a way of thinking that allows all aspects of life to be effectively used. It is known that at the beginning of the creative drama course, all life skills are used. This study aimed to determine the changes in the critical thinking standards of candidate teachers after creative drama courses. The study used an experimental model with a pre-test post-test single-group experimental model as the descriptive research method. The study was carried out during the 14-week course period in the fall and spring semesters of the 2021-2022 and 2022-2023 academic years, and the study was carried out with the students enrolled in the course. "Critical Thinking Standards Scale for Teacher Candidates" developed by Aybek, Aslan, Dinçer & Coşkun Arısoy (2015) was used as a data collection tool. Analysis of the collected data revealed that creative drama course students positively affected their critical thinking skills.
 
 
 

The Creative Game Tools and Mother's Motivation to Know Educational for Children Aged 1-3 Years

Background: A mother's motivation to know about educational and creative game tools has an important role in optimal child growth and development according to age level so that it can be fulfilled properly. Educational and creative game tools are game tools that can optimise children's development according to their age and level of development. Examples of educational and creative games for children aged 1-3 years are drums, balls with sleighs inside, household items that do not break easily (plastic cups, spoons, plastic bottles, buckets, etc.), large blocks, cardboard, picture books, coloured pencils, plasticine, simple puzzles. The research aims to determine mothers' motivation to learn about educational and creative games for children aged 1-3 years in Tanjungsari Village, Sukorejo District, Blitar City. Methods: Research design using descriptive, Population 500, sample 50 respondents, using purposive sampling technique, research instrument using questionnaires; this research was carried out on March 20, 2023 - April 15, 2023, with the mother's motivation variable to know educational and creative game tools for children aged 1-3 year. Data were analysed using percentages and interpreted quantitatively. Results: The results of research from 50 respondents showed that all respondents had strong motivation (100%) because the majority of mothers had received information about educational and creative game tools. Mothers' motivation to find out about educational and creative game tools for children aged 1-3 years is influenced by several factors, namely age, education, occupation, whether they have received information, and where the information was obtained Conclusion: It is hoped that respondents will be able to maintain and motivate other mothers to seek more information to broaden their knowledge so that they are more motivated to know about the benefits and uses of educational and creative play equipment for children aged 1-3 years.

Strengthening the pedagogical use of the outdoor area at nature-based daycare centers: An intervention study

Nature-based daycare centers offer young children valuable opportunities to establish a meaningful connection with the natural world. These opportunities frequently remain underrealized as caregivers often lack adequate skills in effectively integrating the natural environment into their daily pedagogical practices. This study evaluated the impact of a one-year Community of Practice training program to enhance the pedagogical use of the outdoor area of nature-based daycare centers. It examined the impact of the program on children’s stress levels, wellbeing, involvement, and behavior in the outdoor area, among a total sample of 133 children aged 0–4 years. The program aimed at strengthening caregivers’ pedagogical interaction skills in the outdoor area with a focus on vulnerable groups including the youngest and oldest children and boys. Measures of children’s hair cortisol, and observations of wellbeing, involvement, physical activity, social behavior and play behavior during free play in the natural outdoor playground were collected post-program at 6 intervention and 7 control locations. Results indicate positive impacts of the program for boys in terms of their stress levels, wellbeing, involvement, physical activity, and creative play behavior. Youngest children at interventions showed more functional play behavior, while the oldest children showed more creative play. Children at locations with a high-quality outdoor area seemed to benefit more from the intervention than children at locations with a low-quality outdoor area. These findings underscore the importance of the pedagogical use of the outdoor natural area as a contributor to the effectiveness of nature-based daycare, alongside considerations of environmental qualities.

Effect of postmortem care education using a creative drama method on nursing students' knowledge, skills, and satisfaction: A randomized controlled trial

BackgroundPostmortem care is one of the most difficult aspects of the nursing profession and is frequently given in healthcare settings today. It is important to provide appropriate teaching experiences in order to prepare nursing students for their future professional roles in postmortem care. ObjectivesThis study was conducted to examine the effect of a creative drama method on nursing students' postmortem care knowledge and skill levels, learning retention, and satisfaction with the education method. DesignA randomized controlled model with a pretest-posttest control group was used in this study. SettingsOne university school of nursing in Turkey. ParticipantsThe sample consisted of 70 nursing students. MethodInformation about postmortem care was shared with the control group using the classical education method of lectures and demonstration techniques, while the experimental group was taught with a creative drama method. Research data were collected with the Descriptive Characteristics Form, Postmortem Care Knowledge Test, Postmortem Care Skills Checklist, and Education Methods Satisfaction Survey. ResultsIt was observed that the postmortem care education provided to both experimental and control group was effective in improving the knowledge and skill levels of nursing students regarding postmortem care (p < 0.05). However, the knowledge and skill levels of the experimental group regarding postmortem care, learning retention, and level of satisfaction with the education method were higher than those of the control group (p < 0.05). ConclusionCreative drama was thus found to be a more effective method than the classical education method in providing postmortem care education to nursing students. In addition, it was observed that the students were more satisfied with the education given with creative drama.

What can we learn from play? A comparative analysis of creative play and ‘playing along’ in dementia care environments

In this article, I explore play in dementia care settings, specifically two types: creative play (play that engages creativity and imagination) and ‘playing along’. Acknowledging debates on truth-telling in dementia care, I consider how engagement-focused approaches in dementia contexts employ play to encourage connection, communication and care. To do so, I explore the work of researchers and applied theatre creatives in two projects, the Playful Engagement and Dementia Project and TimeSlips, alongside the communication strategy validation therapy. Considering the relational qualities and use of play in all three, I ask whether, in dementia care settings, embracing the flexible way in which play deals with the divide between fiction and reality can, without harm, address the needs of individuals living with dementia.

Fathers' Views and Understandings on Promoting Creativity in Children Aged 24-36 Months: A Qualitative Study

Early childhood is a very important period for the development of children’s creativity. While mothers have been the main focus of studies investigating the role of parents in early childhood, recent studies indicate that fathers also have a major impact on their child’s development. The study aims at investigating the opinions of fathers about creativity, whether they play creativity-supporting games with their children, and their views about the role of the education system in fostering children’s creativity. A qualitative model was used in this study. The study results indicate that most fathers define creativity as associated with intelligence and believe that the education system does not support creativity. 71% of fathers reported being engaged in creative game plays with their children (e.g., puzzles, toy blocks, and unstructured games), but their concept of creative play is not very elaborate. A more knowledgeable and creativity-informed approach may be needed for fathers to be able to fully support their children's development.

Evaluation of a Creative Drama Practice for Noise Awareness in Primary School

This study aims to investigate students' awareness of the level, causes and negative effects of noise in schools through the utilization of creative drama activities. The objective of this sample application is to contribute to the development of a more tranquil and peaceful school environment. A single case study design was employed for this research, with the study group comprising 16 fourth-grade students from a primary school. Student interviews served as the primary data collection tool, supplemented by observations and video recordings. Thematic analysis was employed to analyze the data, resulting in the identification of four main themes related to noise awareness: "lack of tranquility," "noise phenomenon," "conflict exacerbation," and "creative ideas". By incorporating the Visual Arts and Science curriculum, students demonstrated important life skills such as innovative thinking, effective communication, and analytical reasoning. Additionally, this interdisciplinary approach allowed for the attainment of learning objectives within the Science curriculum's sound unit, while also addressing the "Visual Communication and Formation" domain of the Art curriculum.

음악교과와 타 교과의 통합지도를 통한 창작영역에서 단계별 포구락 놀이 활동 지도방안 연구 -초등학교 4학년을 중심으로-

The newly published 2022 revised music curriculum respects students'&#x0D; emotions and emphasizes their self-direction and creativity to enjoy music on&#x0D; their own. Especially, compared to the 2015 revised music curriculum, it is&#x0D; noteworthy that creationhas been newly added in the music field to guide&#x0D; various creative activities within the music subject. Therefore, it is expected&#x0D; that various creative activities linked to the music curriculum will become&#x0D; more active in schools in the future.&#x0D; This study attempts to present a step-by-step teaching plan for the play&#x0D; activity of Pogurak, through the integrated instruction of music and other&#x0D; subjects, which is a court dance piece covered in the elementary school music&#x0D; textbook. So far, various researches related to the court dance covered in the&#x0D; music textbook have been conducted. However, it is difficult to find research&#x0D; regarding teaching play activity in a classroom setting centering on the&#x0D; creation linked to other subjects. Accordingly, a play method applicable to&#x0D; teaching Pogurak in the creative area was designed for the 4th grade&#x0D; elementary school students, and the corresponding activities and instruction&#x0D; plans were devised.&#x0D; Afterwards, step-by-step creative play activities based on the dance&#x0D; movements used in Pogurak were directly incorporated into the class with&#x0D; the students, and it was confirmed that the students were participating in&#x0D; learning with a more active and positive attitude than when they learned&#x0D; Pogurak as a simple appreciation activity. This study confirms that if play activities linked to Korean traditional music&#x0D; education are effective enough to be used practically in school settings, it can&#x0D; be a medium for students and teachers to easily and familiarly access to&#x0D; Korean traditional music. Through this study, we expect not only to provide&#x0D; educational basic materials that help teachers become interested in Korean&#x0D; traditional music and easily teach it, but to provide meaningful educational&#x0D; experiences to students, helping them enjoy Korean traditional music in their&#x0D; daily lives and establish a proper understanding and identity of our Korea&#x0D; culture.

Impact of COVID-19 pandemic on healthy of children and families in Italy. Qualitative EPaS-ISS study

Abstract Background This study is the qualitative component of a national research carried out in collaboration with the WHO/Europe Childhood Obesity Surveillance Initiative. The aim was to explore the COVID-19 pandemic effects on health behaviours, needs, and psychosocial resources of children and their family in Italy. Methods According to the convergent parallel mixed-method, this qualitative study was carried out simultaneously with the quantitative one. Purposeful sampling was used to recruit parents, teachers, key respondents and children. The data were collected by online focus groups (FG) except the FG with children. FGs transcriptions were analysed through a categorical approach using NVivo. Results Six FGs were conducted between April-May 2022 (65 adults; 14 children). Participants highlight how the pandemic had consequences at multiple levels: individual, family, community and social. At the individual level, data showed how thinning out interpersonal relationships and emotional experiences affected children's psychosocial well-being and learning. As for nutrition, it was observed that food was used as both an emotional comfort (e.g. snack consumption) and an opportunity for family aggregation. The ban on going out and social distancing penalized movement and sport. The lack of physical activity and changes in daily routines also affected sleeping. The screen exposure increased due to distance learning and video calls; parents reported excessive use of video games and a difficulty in limiting screen time. The impact of the closures on foreign children and from deprived backgrounds, including school dropouts, was also an issue. Creative play, care of plants and animals, and activities with the family were some of the resources emerging. Conclusions Qualitative perspective enriches research on changes in children and families’ habits during the pandemic, showing needs and difficulties and suggesting some necessary actions for the health and education systems. Key messages • The COVID-19 pandemic had an impact on children that might persist beyond the pandemic period. • Health and education policies must offer a compensatory response to the children and families’ needs.

A Review of Creative Play Interventions to Improve Children's Hospital Experience and Wellbeing.

Being in the hospital can be stressful for children and caregivers. Evidence-based play interventions to reduce this stress, such as play therapy or Child Life services, have been introduced in hospitals globally, with growing awareness of potential benefits. To evaluate the impact of nonmedical/illness-specific creative or play-based programs in hospital settings on children's (<18 years) and their caregivers' hospital experiences, wellbeing, and other health outcomes. PubMed, CINAHL, Google Scholar. We conducted a systematic review of original articles published since 2011, screening 2701 de-duplicated articles. We identified 25 eligible articles, representing 1629 children (57% male), 422 caregivers, and 128 health professionals. Included studies most commonly evaluated professional children's entertainers (n = 8 studies), music therapy (n = 4), unstructured play (n = 3), and humanoid/animal robots (n = 3). Most studies evaluated the impact on the child's level of anxiety (n = 14/25), mostly supporting a reduction (n = 13/14 studies). Several studies provided evidence for a reduction in children's pain (n = 4/6), and negative emotional/behavioral outcomes (eg, sadness, anger, irritability; n = 5/6 studies). There was mixed evidence for the impact of the included interventions on physiologic outcomes (eg, systolic pressure, heart frequency; n = 3/5 studies) and fatigue (n = 1/2 studies). Evidence on caregiver outcomes and the impact on health care services was limited. The findings of our review generally supported the value of play-based interventions on children's' wellbeing while in the hospital, particularly reducing anxiety and pain. Further evaluation of their impact on caregivers' outcomes and the health care system is needed.

PROMOTING PRESCHOOL CHILDREN'S SOCIAL-EMOTIONAL LEARNING SKILLS THROUGH CREATIVE DRAMA INTEGRATED MUSIC ACTIVITIES

This study investigates the progression of social-emotional learning skills in children by integrating music activities into creative drama. The research was executed employing a pre-and post-test control group research design. The research cohort consisted of 40 five-year-old participants, separated into two groups of 20 each, experimental and control. An 8-week comprehensive music education program was implemented exclusively for the experimental group to enhance their social-emotional proficiencies. A personalized information questionnaire was also employed to gather demographic information about the children and their respective parents. The "Vineland Social-Emotional Early Childhood Scale" (VSEECS) and the "Expression of Emotions Test" (EET) were applied as pre-and post-tests to determine children's social-emotional behaviors. The results of this investigation revealed a statistically significant difference in the EET pre-and post-test scores within the experimental group. Conversely, comparing both study groups, no statistically significant difference in EET scores was observed. The lack of a significant difference could be attributed to social-emotional learning activities in the curriculum that were carried out at school. This result may positively affect the control group's emotional expression and social skills. The analysis revealed that no statistically significant difference was observed in the mean scores of the (VSEECS) between the two groups at both the pre-test and post-test scores. In the context of forthcoming research, it is advisable to procure data through systematic observation, interviews, and the implementation of longitudinal investigations to elucidate the impact of music education on the development of children's social-emotional learning skills.