Drama’s Potential for Deepening Young Children’s Understandings of Stories

Adomat, Donna Sayers

doi:10.1007/s10643-012-0519-8

Cited by 14 publications

(11 citation statements)

References 7 publications

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“…These findings support the view that books can be a powerful tool for increasing awareness, knowledge, understanding and acceptance of oneself and others, including those with differences and disabilities (Gilmore & Howard, 2016). Moreover, recent studies suggested that while children are guided to engage in the story world, they may experience changes in attitudes (Adomat, 2012;Law et al, 2017;Wright, Diener, & Kemp, 2013).…”

Section: Discussionsupporting

confidence: 78%

Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Giagazoglou¹,

Papadaniil²

2018

APE

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A very crucial issue in special education, as well as in education in general, is the integration itself in the educational system. Although integration oriented schools offer a wide range of opportunities for social integration, incidents of social rejection cannot always be eradicated. Given that, the knowledge and understanding of disability creates a tendency for positive attitudes toward it, the evaluation and timely implementation of specially designed awareness interventions is mandatory and it should take place to help children with and without disabilities coexist harmonically in and out of school. This study aims at determining the effect of a 12 teaching hours intervention program on the potential change in attitudes toward disability of students in the first grade of primary school. The intervention program consisted of reading and theatrical play of a story tale referring to a small turtle born with Down syndrome. The results showed a significant positive effect on the understanding and the acceptance of intellectual disability.

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Section: Discussionsupporting

confidence: 78%

Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Giagazoglou¹,

Papadaniil²

2018

APE

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“…The results support the view that storytelling with drama techniques can change children's affective acceptance of peers with learning difficulties. While children are guided to engage in the story world, they may experience changes in attitudes (Adomat, 2012;Martinez & Carspecken, 2006;Wright, Diener, & Kemp, 2013).…”

Section: Discussionmentioning

confidence: 99%

Enhancing peer acceptance of children with learning difficulties: classroom goal orientation and effects of a storytelling programme with drama techniques

Law

Lam

Law

et al. 2016

Educational Psychology

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Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children's acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling program with drama techniques on children's acceptance of peers with learning difficulties. The participants were 86Grade 3 students from a Hong Kong primary school, randomly assigned to an experimental group (n = 45) and a control group (n = 41). The findings indicated that the more the students perceived that their classroom was performance-approach oriented, the less they would accept their peers with learning difficulties in doing things together. After the intervention, the students in the experimental condition, compared to their counterparts in the control group, were more likely to render financial assistance and have affective acceptance to their peers with learning difficulties.

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“…Drama on a learning can not only be used as a complement in the curriculum, but instead makes the lesson more interesting, facilitates student understanding, enriches the experience of students and helps facilitate educators in the application of learning strategies in accordance with student development. (Bramwell, 1990;Mc Cammon and Smigiel, 2004;Kelin II, 2007;Adomat, 2012, andKemp, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…The drama research was conducted by Kelin II (2007) in the perspective study from Within Dramas and Childrens Literature and Adomat (2012) in the research of Dramas Potential for Deepening Young Childrens Understanding of Stories reviewing the role of drama as a learning medium. From the second research that drama can be an effective learning strategy for students.…”

Section: Introductionmentioning

confidence: 99%

Development of Enrichment Book on the Wayang Banjaran Bima Stories of Based on Drama Text with a Character Education for High School / Vocational School

Purnomo

Subyantoro

Supriyanto

2020

seloka

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The purpose of this research is to describe the characteristics of the needs and development models on the “Wayang Banjaran Bima” Stories of Based on Drama Text with a Character Education for High School / Vocational School. The study is conducted by using research and development design. The enrichment book is developed by applying the feasibility aspects of it, book consisting of four aspects namely material, linguistic, presentation, and graphic. In addition, enrichment book products are arranged in accordance with the principles of preparation of enrichment books such as having conformity with educational goals, adjusting to the development of science, and developing the ability to reason. The draft enrichment book consists of the beginning, contents, and last. The enrichment book development of products are based on the characteristics of the students needs who expect the preparation of puppet story material based on drama texts and there is a character education content. The puppet story is developed in the form of a drama script text divided into six the Banjaran Bima plays, namely (1) Bima Bungkus, (2) Bale Sigala-gala, (3) Dewa Ruci, (4) Bima Suci, (5) Jagal Abilawa, and ( 6) Pandhu Swarga. The content of character education is inserted into the whole story in the conclusion section at the end story. With the content of character education students are expected to be able to understand the values contained in the puppet story and it can be applied in everyday life.

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Drama’s Potential for Deepening Young Children’s Understandings of Stories

Cited by 14 publications

References 7 publications

Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Effects of a Storytelling Program with Drama Techniques to Understand and Accept Intellectual Disability in Students 6 - 7 Years Old. A Pilot Study

Enhancing peer acceptance of children with learning difficulties: classroom goal orientation and effects of a storytelling programme with drama techniques

Development of Enrichment Book on the Wayang Banjaran Bima Stories of Based on Drama Text with a Character Education for High School / Vocational School

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