Discusses the significance of dramatic form in fostering children's cognitive and affective development. Examines the work of John Dewey, Susanne Langer, Nelson Goodman, Gavin Bolton, and Robert Witkin. (PD)

Presents an overview of research on classroom drama which shows that its use produces positive effects on children's reading, writing, and oral language. Suggests additional questions requiring exploration, and urges researchers to emphasize qualitative rather than quantitative analyses. (ARH)

The first, theoretical section of this investigation of the dramatic process examines the function of imagination and spontaneity. This section notes that the imaginative process occurs in the preconscious and need not be limited by the external world or by memory and suggests that spontaneity, like imagination, is an intuitive response dependent…

Recommends that drama be included in early childhood education, emphasizing preschool education. Cites research linking drama with enhanced language acquisition in children, ages 3-8. Emphasizes drama's effectiveness as a multisensory learning medium. Notes programs offering drama training for teachers. Suggests changes in teacher education and…

Notes that teacher education programs have a blind spot where drama is concerned. Comments on Paideia Proposal suggestions regarding drama teaching and student participation. Discusses role of imaginative play in child development and role of drama in integration of knowledge, integration of emotions, and release of expression in all arts. (MH)