Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators


Abstract views: 385 / PDF downloads: 90

Authors

DOI:

https://doi.org/10.37291/2717638X.202453414

Keywords:

Drama-based pedagogy, Early childhood, Roleplay, Narrative, Preschool teachers

Abstract

Drama-based pedagogy has become a widespread approach in early childhood education worldwide. However, in the context of Nepal, drama-based pedagogy is a new concept in early childhood education, as conventional teaching is highly influential in pedagogical practices. This study explores the early-grade teachers' understanding of drama-based pedagogy, privileges, and challenges. This study subscribes to narrative inquiry as a method and social constructivism and experiential learning as theoretical referents to present the stories of two early-grade teachers of a private preschool in Lalitpur, Nepal, regarding their experience of knowing and using drama-based pedagogy in the classroom. Data was collected through in-depth interviews with the participants and analyzed using themes—drama-based pedagogy for conceptual-building, drama-based pedagogy for holistic development, and time constraints as a hindrance in drama-based pedagogy. The study argued that drama-based pedagogy supports holistic development and strong conceptual building in early graders. Thus, it enhances their cognitive, psychomotor, socioemotional, and language skills. However, this study also revealed that teachers find time constraints significantly hinder practising drama-based pedagogy. Despite the challenges, this study strongly recommends using drama-based pedagogy for meaningful engagement of early graders.

References

Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education, 34(3), 243-257. DOI: https://doi.org/10.1080/03004270600898893

Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature, and Languages, 1, 9-16. https://www.scirp.org/reference/referencespapers?referenceid=2783231

Belanger, L. (2022). ACT (like you know what you're doing) fostering engagement and motivation in language learners through drama-based pedagogy [Unpublished Master Thesis]. Queen’s University.

Bhagat, V., Haque, M., & Jaalam, K. (2018). Enrich schematization in children: Play as the tool for cognitive development. Journal of Applied Pharmaceutical Science, 8(7), 128-131. DOI: https://doi.org/10.7324/JAPS.2018.8720

Boggs, J. G., Mickel, A. E., & Holtom, B. C. (2007). Experiential learning through interactive drama: An alternative to student role plays. Journal of Management Education, 31(6), 832-858. DOI: https://doi.org/10.1177/1052562906294952

Caliba, I. (2022). Self-efficacy, working conditions, school-based management practices and performance of teachers. Psychology and Education: A Multidisciplinary Journal, 1(2), 107-125.

Cawthon, S. W., & Dawson, K. M. (2011). Drama-based instruction and educational research: Activating praxis in an interdisciplinary partnership. International Journal of Education & the Arts, 12(17), n17.

Clandinin, D. J. (2022). Engaging in narrative inquiry. Routledge. DOI: https://doi.org/10.4324/9781003240143

Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), 21-35. DOI: https://doi.org/10.1177/0022487106296218

Cresswell, J. (2013). Qualitative inquiry & research design: Choosing among five approaches. Sage.

Dahal, N. (2022). Transformative STEAM education as a praxis-driven orientation. Journal of STEAM Education, 5(2), 167-180. DOI: https://doi.org/10.55290/steam.1098153

Dahal, N. (2023). Ensuring quality in qualitative research: A researcher's reflections. The Qualitative Report, 28(8), 2298–2317.

Dahal, N., Luitel, B. C., & Pant, B. P. (2019). Teacher-students relationship and its potential impact on mathematics learning. Mathematics Education Forum Chitwan, 4(4), 35-53. DOI: https://doi.org/10.3126/mefc.v4i4.26357

Dawson, K., & Lee, B. K. (2018). Drama-based pedagogy: Activating learning across the curriculum. Intellect Books. DOI: https://doi.org/10.2307/j.ctv36xw0wt

Dewey, J. (1986). Experience and education. The Educational Forum, 50(3), 241-252. DOI: https://doi.org/10.1080/00131728609335764

Dimililer, Ç., Kurt, M., Kaşot, N., & Sözüdoğru, O. (2017). Technology and drama-based creative, collaborative writing in teaching. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5095-5106. DOI: https://doi.org/10.12973/eurasia.2017.00952a

Djenontin, I. N. S., & Meadow, A. M. (2018). The art of co-production of knowledge in environmental sciences and management: lessons from international practice. Environmental Management, 61(6), 885-903. DOI: https://doi.org/10.1007/s00267-018-1028-3

Dunn, J., & Jones, A. (2022). Dramatic approaches in the English classroom. The Routledge Companion to Drama in Education. DOI: https://doi.org/10.4324/9781003000914-33

Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46, 249-264. DOI: https://doi.org/10.1007/s10643-017-0865-7

Hawkins, R. (2021). The use of drama to help children build confidence and self-image. [Senior Thesis].Texas Southern University

Irugalbandara, A. I. (2023). Fostering creative thinking through drama education: Teacher perspectives. Muallim Journal of Social Sciences and Humanities, 60-77. DOI: https://doi.org/10.33306/mjssh/254

Irwin, L. G., Siddiqi, A., & Hertzman, G. (2007). Early child development: A powerful equaliser. Human Early Learning Partnership. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=1df862d6976456b057e8ce78c9e713807e7590d0

Kim, M. S. (2002). Non-Western perspectives on human communication: Implications for theory and practice. Sage. DOI: https://doi.org/10.4135/9781452233178

Köksal, N. (2020). Body in drama class: The role of body in learning. World Journal of Education, 10(2), 78–88. DOI: https://doi.org/10.5430/wje.v10n2p78

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall

Lamichhane, B. R., Dahal, N., & Pant, B. P. (2023). Drama-based pedagogy: Ways of engaging in mathematics learning. Mathematics Education Forum Chitwan, 8(1), 1-10. DOI: https://doi.org/10.3126/mefc.v8i1.60377

Laverie, D. A., Hass, A., & Mitchell, C. (2022). Experiential learning: A study of simulations as a pedagogical tool. Marketing Education Review, 32(1), 3–17. DOI: https://doi.org/10.1080/10528008.2020.1843360

Lee, B. K., Enciso, P., & Brown, M. R. (2020). The effect of drama-based pedagogies on K-12 literacy-related outcomes: A meta-analysis of 30 years of research. International Journal of Education & the Arts, 21(30).

Lindberg, E. K. (2015). Preschool creative drama: A curriculum and its effects on learning. [Master Thesis]. University of Northern Colorado.

Luitel, B. C., Dahal, N., & Pant, B. P. (2022). Critical pedagogy: Future and hope. Journal of Transformative Praxis, 3(1), 1-8. DOI: https://doi.org/10.51474/jrtp.v3i1.599

Ma, L., & Subbiondo, J. L. (2022). Integral drama based pedagogy as a practice of integral education: Facilitating the journey of personal transformation. Beijing International Review of Education, 3(4), 499-515. DOI: https://doi.org/10.1163/25902539-03040001

Magolda, M. B. B. (2023). Authoring your life: Developing your internal voice to navigate life's challenges. Routledge. DOI: https://doi.org/10.4324/9781003443148

Maharjan, B., Manandhar, N. K., Pant, B. P., & Dahal, N. (2024). Meaningful engagement of preschoolers through storytelling pedagogy. Pedagogical Research, 9(2), em0187. DOI: https://doi.org/10.29333/pr/14144

Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners' self-efficacy and gender in the flipped classroom model. Education and Information Technologies, 25(5), 4041-4055. DOI: https://doi.org/10.1007/s10639-020-10167-7

Nordgaard, C. M. (2023). The impact of drama-based pedagogy on Grade 12 English Home Language learners' SDL skills and motivation to learn [Doctoral Dissertation]. North-West University.

Ntshangase, N. P. (2022). Practitioners' perceptions of play-based pedagogy on the holistic development of young children [Doctoral dissertation]. University of Pretoria. DOI: https://doi.org/10.23917/ppd.v9i2.18477

Oktavia, D., Mukminin, A., Marzulina, L., Harto, K., Erlina, D., & Holandyah, M. (2022). Challenges and strategies used by English teachers in teaching English language skills to young learners. Theory and Practice in Language Studies, 12(2), 382-387. DOI: https://doi.org/10.17507/tpls.1202.22

Pant, B. P., Luitel, B. C., Bjønness, B., & Gjøtterud, S. (2023). "Science" and "art" as ways of knowing in school education in Nepal for an inclusive learning environment. Discover Education, 2(1), 16. DOI: https://doi.org/10.1007/s44217-023-00039-w

Sotireli, K. (2019). ‘TIE-DIEing old learning practices' Implementing Applied Drama in Secondary Education to enhance motivation and practice the English language [Unpublished Postgraduate Dissertation]. Hellenic Open University

Street, M. (2021). Theorizing child well-being: Towards a framework for analyzing early childhood education policy in England. Journal of Early Childhood Research, 19(2), 211-224. DOI: https://doi.org/10.1177/1476718X20969841

Subedi, R., & Shrestha, M. (2020). Enabling environment for early childhood development: A narrative study of preschools in Nepal. International Journal of Emerging Issues in Early Childhood Education, 2(1), 58-72. DOI: https://doi.org/10.31098/ijeiece.v2i1.178

Sunar, P. K., Pant, B. P., & Dahal, N. (2024). Knowing, doing, and becoming reflective practitioners: A narrative inquiry of STEAM educators. Alberta Journal of Educational Research, 70(1), 114–129. DOI: https://doi.org/10.55016/ojs/ajer.v70i1.77719

UNICEF. (2023). Gender equality: Global annual results report 2022. UNICEF. https://dspace.ceid.org.tr/xmlui/bitstream/handle/1/2245/1379389EN.pdf?sequence=1&isAllowed=y

Usakli, H. (2018). Drama based social emotional learning. Global Research in Higher Education, 1(1), 1-16. DOI: https://doi.org/10.22158/grhe.v1n1p1

Vygotsky, L. (2011). Interaction between learning and development (pp. 79-91). Linköpings Universitet.

Wrahatnolo, T. (2018). 21st centuries skill implication on educational system. In IOP Conference Series: Materials Science and Engineering (Vol. 296, No. 1, p. 012036). IOP Publishing. https://iopscience.iop.org/article/10.1088/1757-899X/296/1/012036 DOI: https://doi.org/10.1088/1757-899X/296/1/012036

Downloads

Published

2024-11-01

How to Cite

Lama, D., Dahal, N., & Sunar, P. K. (2024). Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators . Journal of Childhood, Education & Society, 5(3), 319–328. https://doi.org/10.37291/2717638X.202453414