Abstract
Every culture has developed some version of performance art. Children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. Every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality. Through performance, children learn skills related to organization, collaboration, emotional competence, compassion, and literacy. Children learn best when their lessons include rich, multi-faceted and participatory elements; drama and theater can help augment learning by involving physical movement and child participation to aid in comprehension and memory. In this article, the authors discuss a professional development program designed to support teachers in employing drama strategies for literacy instruction with 3- to 5-year-old children.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 50-57 |
| Number of pages | 8 |
| Journal | Childhood Education |
| Volume | 92 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2016 |
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ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Management of Technology and Innovation
Cite this
Early Years Educators at Play : A Research-based Early Childhood Professional Development Program. / Kilinc, Sultan; Kelley, Michael; Millinger, Jenny; Adams, Korbi.
In: Childhood Education, Vol. 92, No. 1, 02.01.2016, p. 50-57.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Early Years Educators at Play
T2 - A Research-based Early Childhood Professional Development Program
AU - Kilinc, Sultan
AU - Kelley, Michael
AU - Millinger, Jenny
AU - Adams, Korbi
PY - 2016/1/2
Y1 - 2016/1/2
N2 - Every culture has developed some version of performance art. Children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. Every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality. Through performance, children learn skills related to organization, collaboration, emotional competence, compassion, and literacy. Children learn best when their lessons include rich, multi-faceted and participatory elements; drama and theater can help augment learning by involving physical movement and child participation to aid in comprehension and memory. In this article, the authors discuss a professional development program designed to support teachers in employing drama strategies for literacy instruction with 3- to 5-year-old children.
AB - Every culture has developed some version of performance art. Children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. Every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality. Through performance, children learn skills related to organization, collaboration, emotional competence, compassion, and literacy. Children learn best when their lessons include rich, multi-faceted and participatory elements; drama and theater can help augment learning by involving physical movement and child participation to aid in comprehension and memory. In this article, the authors discuss a professional development program designed to support teachers in employing drama strategies for literacy instruction with 3- to 5-year-old children.
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UR - http://www.scopus.com/inward/citedby.url?scp=85026472114&partnerID=8YFLogxK
U2 - 10.1080/00094056.2016.1134242
DO - 10.1080/00094056.2016.1134242
M3 - Article
AN - SCOPUS:85026472114
VL - 92
SP - 50
EP - 57
JO - Childhood Education
JF - Childhood Education
SN - 0009-4056
IS - 1
ER -