Provides specific steps and techniques for teaching and using creative dramatics in elementary school classrooms. Notes that creative dramatics address children's powerful emotions and imaginations, which children rely on to explore and understand the world. Discusses four necessary components of creative dramatics--structure, open-endedness, a…

Explores how child care providers can use outdoor activities to enhance young children's cognitive, social, emotional, and motor development. Discusses surveying the outdoor play space, using outdoor prop boxes, planting a garden, and reflecting on outdoor experiences after moving indoors. Includes list of sample outdoor play materials and sample…

Uses a theatrical approach to implement dramatization into science classrooms. Explains how to use dramatic science in and outside of the classroom with different scenarios. (YDS)

There are several benefits in engaging children in dramatic plays. Aside from the motor skills involved in performing in a play, children are provided with opportunities in building their physical development. In addition, children can also enhance their language, social, and emotional development when they participate in dramatic plays. In this…

Related to aspects of drama and theatre education, I search beyond the findings about symbolic play set forth by Dr Howard Gardner in "Frames of mind. The theory of multiple intelligences". Despite the inspiration for and solidarity with arts educators that emanate from his theory, I sensed that it did not provide a full picture of the complex…

This paper presents a guide to the selection and use of finger plays with children. Finger plays are defined as brief stories that rhyme and can be dramatized by fingers. After touching briefly on the origins of finger plays, the paper lists several uses for this activity, including motivating students, introducing new themes or units, and…

A large body of research documents the positive impact of sociodramatic play on children's language development. Through the social interaction that takes place during sociodramatic play, children develop the ability to express thoughts in a logical sequence, share ideas about events in which there is not shared context, and develop vocabulary.…

In order to influence motivation and children's creativity, some attractive methods were introduced into the classical contents of the usual program of material (Serbocroatian) language and literature and other subjects in the curriculum planned for the third grade. Work on a tale was carried out in an atmosphere of slightly transformed space in…

Urges the use of plays as a means of practicing English; however, the play should be chosen to suit the players. (LG)

Fingerplays are enjoyable and versatile additions to program activities and can provide an informal opportunity to practice manipulative and coordination skills. As an instructional supplement in a variety of content areas, this form of dramatic play fosters the development of intellectual and language skills. Caregivers of young children often…

An historical, philosophical, and methodological overview of the Dartmouth/Rassias model of foreign language instruction is presented. The model, first developed by John Rassias at Dartmouth College, is an intensive adaptation of the traditional audiolingual approach. Great use is made of dramatic techniques to motivate students and help them…

This study investigated the effect of play-like behavior on the learning of elementary arithmetic. Kindergarten children from one school were pretested on addition and subtraction of the numbers zero through five; and eight groups of five subjects were randomly selected from those scoring below the mean. These groups were then randomly assigned to…

Individual short stories are to encourage role playing are presented.

Preparational and situational cues are explained in terms of childrens dramatic responses to compassionate love. (JH)