Supporting Pro-Social Development of 60-66 Month Aged Children with the Drama Method

Abstract

The purpose of this study is to reflect the effectiveness of a drama education program, identify the pro-social behaviour level of children, and determine the effects of the drama education program on the pro-social behaviours of children. In this study, experimental method with the pre-test, post-test retention control group design is adopted. General information form and a Collaboration-Cooperation-Sharing Observation Form are used as data collection tools. Under the scope of this study, a 12-week drama education program is applied. The results of the study show that there is a significant difference between pre-test/post-test and retention scores between the experiment and control group. It is seen that drama education is effective for children to gain collaboration, cooperation and sharing behaviour, to adopt these behaviours and to internalize them.

Keywords

• Pro-social behaviour,Drama,preschool education

References

1. Adıgüzel, Ö. (2017). Eğitimde yaratıcı drama (10. baskı) [Creative drama in education (10th ed)]. Ankara: Pegem Akademi Yayınları.
2. Alpar, R. (2014). Spor, sağlık ve eğitim bilimleriden örneklerle uygulamalı istatistik ve geçerlik-güvenilirlik (3. baskı) [Practical statistics and validity-reliability with examples from sports, health and education sciences (3th ed.)]. Ankara: Detay Yayıncılık.
3. Bandstra, N. F., Chambers, C. T., McGrath, P. J., & Moore, C. (2011). The behavioural expression of empathy toothers' pain versus others' sadness in young children. Pain, 152, 1074-1082. doi.org/10.1016/j.pain.2011.01.024.
4. Berg, B. L. (2000). Qualitative research methods for the social sciences (4th ed.). Boston, MA: Allyn & Bacon.
5. Büyüköztürk, Ş., Çakmak Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri (8. baskı) [Scientific research methods (8th ed.)]. Ankara: Pegem Akademi Yayıncılık.
6. Büyüköztürk, Ş. (2014). Deneysel desenler öntest-sontest kontrol grubu desen ve veri analizi (4. baskı) [Experimental patterns pre-test-posttest control group pattern and data analysis (4th ed.)]. Ankara: Pegem Akademi Yayıncılık.
7. Can Yaşar, M., & Aral, N. (2011). Türkiye’de okul öncesinde drama alanında yapılan lisansüstü tezlerin incelenmesi [An overview of postgraduate theses within the field of drama at early childhood education in Turkey.]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(22), 70-90.
8. Chalmers, D. (2007). Drama 3-5: A practical guide to teaching drama to children in the foundation stage. Canada: Routledge.

9. Cömertpay, B. (2006). Dramanın 5-6 yaş grubu çocuklarının dil edinimine etkisi [The effect of drama on acquisition of children aged 5-6]. (Unpublished master’s thesis). Çukurova University, Adana.
10. Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children's academic achievement. Psychological Science, 11(4), 302-306. doi.org/10.1111/1467-9280.00260.
11. Dereli, E. (2014). Değer eğitimi programının 6 yaş çocukların sosyal gelişimine etkisi: Sosyal beceri, psiko-sosyal gelişim ve sosyal problem çözme becerisi [The effect of the programme of child social skills training on the skill of 6 - year -old children’s social problem solving]. (Unpublished master’s thesis). Osmangazi University, Eskişehir.
12. Doescher, S. M., & Sugawara, A. I. (1989). Encouraging prosocial behavior in young children. Childhood Education, 65(4), 213-216. doi.org.10.1080/00094056.1989.10522437.
13. Duffy, P. B. (2015). Brain, mind and drama: Embodied cognition, encoding and drama education. In S. Schonmann (Ed.), International yearbook for research in arts education (Vol. 3, pp. 231-246). New York: Waxmann
14. Edmiston, B. (2013). Transforming teaching and learning with active and dramatic approaches. New York: Routledge.
15. Ekmişoğlu, M. (2007). Erken çocukluk döneminde farklılıklara saygı kavramı hakkında öğretmen görüşlerinin incelenmesi ve Farklılıklara Saygı Ölçeği’nin geçerlik ve güvenirlik çalışması [Examining teachers' views about respect for diversities at early childhood period and study of validity and reliability of the scale of respect for diversities]. (Unpublished master’s thesis). On Sekiz Mart University, Çanakkale.
16. Elias, M. J., & Arnold, H. (2006). The educators guide to emotional intelligence and academic achievement: social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press.
17. Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In M. E. Lamb and R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 610- 656). Hoboken, NJ: John Wiley & Sons Inc.
18. Eisenberg, N., VanSchyndel, S. K., & Spinrad, T. L. (2016). Prosocial motivation: Inferences from an opaque body of work. Child Development, 8(6), 1668-1678. doi.org/10.1111/cdev.12638.
19. Elias, M. J., & Arnold, H. (2006). The educators guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: CorwinPress.
20. Freeman, G. D., Sullivan, K., & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills, and problem behavior. The Journal of Educational Research, 96(3), 131-138. doi.org/10.1080/00220670309598801.
21. Frydman, J. S. (2016). Role theory and executive functioning: constructing cooperative paradigms of drama therapy and cognitive neuropsychology. The Arts in Psychotherapy, 47, 41-47.
22. Fung, W. K., & Cheng, R. W. Y. (2017). Effect of school pretend play on preschoolers’ social competence in peer ınteractions: gender as a potential moderator. Early Childhood Education Journal, 45(1), 35-42.
23. Goldstein, T. R., & Lerner, M. D. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental science, 21(4), 1-13.
24. Gullo, D. (2005). Understanding assessment and evaluation in early childhood education (2nd ed.). New York: Teachers College Press.
25. Gültekin, D. (2014). Yaratıcı drama eğitiminin 60-72 aylık çocukların sosyal-duygusal gelişimine etkisi (Malatya ili örnegi) [Creati̇ve drama educati̇on's effects on soci̇al-sensual development of 60-72 monthly chi̇ldren ( Malatya state sample)]. (Unpublished master’s thesis). İnönü University, Malatya.
26. Güven, İ. (2006). Okul öncesi dönemde toplumsal yaşam becerilerinin kazandırılmasına yaratıcı dramanın kullanımı [The use of creative drama to gain social life skills in preschool period]. Yaratıcı Drama Dergisi, 1(1), 99-115.
27. Hammond, S. I., & Brownell, S. A. (2008). Prosocial development across the lifespan. In R. E. Tremblay, M. Boivin, R. Peters and A. Knafo-Noam (Eds.), Encyclopedia on early childhood development. Retrieved April 20, 2018 from http://www.child-encyclopedia.com/prosocial-behaviour/according-experts/prosocial-development-across-lifespan Heathcote, D., & Wagner, B. (1990). Drama as a learning medium (6th ed.). London: Stanley Thornes Publishers Ltd.
28. Kahraman, H. (2007). Empatik beceri eğitiminin okul öncesi dönemdeki çocuklarin empatik becerilerine ve sorun davranişlarina etkisi [The influence of empathy education on the empathic skills and conduct problems of preschooler children]. (Unpublished master’s thesis). Mersin University, Mersin.
29. Karapetian, A. M., & O‟Leary, K. D. (1985). Teaching children to share through stories. Psychology in the Schools, 22(3), 323-30. doi.org/10.1002/1520-6807(198507)22:3<323::AID-PITS2310220314>3.0.CO;2-B.
30. Karasar, N. (2007). Bilimsel araştırma yöntemi (17. baskı) [Scientific research method (17th ed.)]. Ankara: Nobel Yayınları.
31. Kıyaker, S. (2017). 62-72 ay çocuklarının öz düzenleme becerisi üzerinde eğitici drama programının etkisinin incelenmesi [Study on the effects of educational drama program on the self regulation skills in 62-72 month old children]. (Unpublished master’s thesis). Okan University, İstanbul.
32. Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67(3), 1103-1118. doi.org/10.1111/j.1467-8624.1996.tb01785.x
33. Lawton, J. T., & Burk, J. (1995). Effects of advance organizer instruction on preschool children’s prosocial behavior. Journal of Structural Learning, 10(3), 215-26. Liszkowski, U. (2005). Human twelve-month-olds point cooperatively to share interest with and helpfully provide information for a communicative partner. Gesture, 5(1), 135-154. doi.org/10.1075/gest.5.1.11lis
34. Lynch, S. A., & Simpson, C. G. (2010). Social skills: Laying the foundation for success. Dimension of Early Childhood, 38(2), 3-12.
35. Metin, N., & Şenol, F. B. (2017). Kaynaştırma uygulaması yapılan anasınıflarında işbirliği-yardımlaşma-paylaşma davranışlarının incelenmesi [An examination of cooperation-helping-sharing behaviors in preschool classrooms with inclusıve education]. Uluslararası Sosyal Araştırmalar Dergisi, 10(51), 754-68.
36. Neelands, J. (2009). Beginning drama 1”1–14 (2nd ed.). London: David Fulton Publishers.
37. Neslitürk, S. (2013). Anne değerler eğitim programının 5-6 yaş çocuklarının sosyal beceri üzerine etkisi [The effect of mother values program to the social skill levels of the 5-6 years old children]. (Unpublished doctoral dissertation). Selçuk University, Konya.
38. Önalan, F. A. (2006). Sosyal yeterlilik, sosyal beceri ve yaratıcı drama [Social competence, social skills and creative drama]. Yaratıcı Drama Dergisi. 1(1), 39-58.
39. Onemli, M., Totan, T., & Abbasov, A. (2015). The contribution of creative drama tranining on social skill areas such as speaking and relationship building of the children with special needs. Asian Journal of Instruction, 3(1), 50-65.
40. Öztürk Samur A. (2011). Değerler eğitimi programının 6 yaş çocuklarının sosyal ve duygusal gelişimlerine etkisi [Effects of values program on social emotional development of six year old children education]. (Unpublished doctoral dissertation). Selçuk University, Konya.
41. Paulus, M. (2015). Children's inequity a version depends on culture: A cross-cultural comparison. J Exp. Psychol, 132, 240-246. doi.org/10.1016/j.jecp.2014.12.007.
42. Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385-393.
43. Rasmussen, B. (2010). The ‘Good Enough’ drama: Reinterpreting constructivist aesthetics and epistemology in drama education. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(4), 529–546. doi.org/10.1080/13569783.2010.512187.
44. Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills.” Early Childhood Research Quarterly, 26(2), 182-191. doi.org/10.1016/j.ecresq.2010.07.003.
45. Rubtsova, O. V., & Daniels, H. (2016). The concept of drama in Vygotsky’s theory: application in research. Cultural-Historical Psychology, 12(3), 189-207.
46. San, İ. (1990). Eğitimde yaratıcı drama [Creative drama in education]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 23(2), 573-82.
47. Schellenberg, E.G., Corrigall, K.A., Dys, S.P., & Malti, T. (2015). Group music training and children's prosocial skills. PLoS ONE, 10(10), 1-14. doi:10.1371/journal.pone.0141449
48. Şahin, S., & Karaaslan, B. T. (2006). Üç-altı yaş grubu çocukların sosyal beceri düzeylerinin incelenmesi [Examination of social skill levels of children aged three to six years]. Çocuk Gelişimi ve Eğitimi Dergisi, 1(2), 74-80.
49. Snape, D.J., Vettraino, E., Lowson, A., & McDuff, W. (2011). Using creative drama to facilitate primary-secondary transition. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 39(4), 384-87. doi.org/10.1080/03004271003727531
50. Sözkesen, A. (2015). 60-72 aylık çocukların değer eğitiminde öykü temelli yaratıcı drama yönteminin etkisi [The effect of story-based creative drama method on the values education of 60-72 month old children]. (Unpublished master’s thesis). Adnan Menderes University, Aydın.
51. Ulubey, Ö. (2018). The effect of creative drama as a method on skills: A meta-analysis study. Journal of Education and Training Studies, 6(4), 63-78.
52. Uysal, F. (2008). Karakter eğitimi programlarının değerlendirilmesi [Evaluation of character education programs]. (Unpublished master’s thesis). Yeditepe University, İstanbul.
53. Uzmen, M. (2002). Okul öncesi kurumlarına devam eden altı yaş çocuklarının prososyal davranışlardan paylaşma ve yardım etme davranışlarını, bu davranışları işleyen resimli çocuk kitapları [Enhancing six year old preschool children’s prosocial behaviors by using picture books]. Atatürk Üniversitesi Eğitim Bilimleri Dergisi, 15, 193-212.
54. Üner, E. (2011). Okul öncesi eğitim programındaki 36-72 aylık çocuklara farklılıklara saygı eğitimi kazandırmanın öğretmen görüşleri doğrultusunda değerlendirilmesi [Evaluation of 36-72 months old children’s acquisition of respect to dissimilarity education in the preschool education programme, in accodance with opinion standpoints of teachers]. (Unpublished master’s thesis). Erciyes University, Kayseri.
55. Yeh, Y. C., & Li, M. L. (2008). Age, emotion regulation strategies, temperament, creative drama and preschoolers’ creativity. Journal of Creative Behavior, 42(2), 131-49. doi.org/10.1002/j.2162-6057.2008.tb01291.x.