DEVELOPING SCHOOL ORIENTATION OF THE FIRST-GRADE STUDENTS IN PRIMARY SCHOOL THROUGH CREATIVE DRAMA

Year 2024, Volume: 13 Issue: 1, 53 - 77, 31.03.2024

Nazife Tosun , Kenan Demir

https://doi.org/10.55020/iojpe.1300773

Cited By: 1

Abstract

In this study, the orientation of the first-grade primary school students to school was ensured by creative drama activities. Activities that lasted 21 hours were applied to ensure that the students adapted to the school, their friends, their teachers, school staff, and places in the school. Parents, classroom teacher, 19 students and two prospective teachers as observers participated in this study. Quantitative data were collected before and after the drama workshop by the “Objectives Attainment Evaluation Form” and this data were compared with the non-parametric tests. Qualitative data were obtained using written and individual interviews. This study contributed positively to students' communication and cooperation, recognizing the school and the class and realizing the school and classroom rules. The findings showed that school orientation studies improved social skills, such as empathy by increasing interaction between the school, the parents, and the students. The families participating in these activities stated that they understood their children better, felt like children, and they implied they remembered their childhood years. The current study displayed that creative drama activities significantly facilitated the orientation of the students to their schools.

Keywords

Primary school orientation, orientation skills, orientation program, creative drama.

Ethical Statement

This article was produced from the master's thesis titled “Development of Primary School Students' Adaptation to School with Creative Drama”. This study was conducted between 5-13 September 2019 before the ethical rules were applied at the university. Despite this situation, necessary permissions were obtained for the present study from the Burdur Provincial Directorate of National Education through the Institute of Educational Sciences of Burdur Mehmet Akif Ersoy University/Türkiye, with the approval of the governorship dated 09 August 2019 and numbered “39958266-605.01-E.14730879.” In addition to the permissions above, the applications were made after informing the school administrator, classroom teacher, students’ parents and primary school first-grade students. There is no conflict of interest between the authors.

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