Drama & Puppetry

Drama and puppetry are powerful creative tools that enrich early childhood learning by supporting emotional expression, language development, and imaginative thinking. Through storytelling, role-play, and puppet performances, children explore social roles, experiment with communication, and build confidence in expressing ideas. These forms of dramatic art engage children holistically—emotionally, socially, and cognitively—by inviting them to co-create stories, characters, and actions. Drama and puppetry also foster empathy and collaboration, as children take on perspectives beyond their own. When thoughtfully embedded in the curriculum, these practices help children connect personal experiences with imaginative worlds, making learning joyful and meaningful (Australian Government Department of Education [AGDE], 2022). 

Vygotsky’s sociocultural theory highlights the importance of symbolic play in language development and social learning. Through drama and puppetry, children engage in make-believe scenarios that help them construct meaning, internalize language, and interact within their social context (Tegano et al., 1991). Bruner’s constructivist perspective also supports dramatic play as a narrative-building process where children make sense of the world by acting out roles and stories. Additionally, Erikson’s psychosocial theory suggests that creative play helps children explore identity, autonomy, and initiative—key developmental goals in the early years. These theories collectively support drama and puppetry as essential tools for cognitive, emotional, and social growth. 

Drama and puppetry require simple yet versatile materials that encourage creativity, communication, and role-play. Educators can provide puppets (hand, sock, finger, or paper bag), felt boards, and masks to inspire storytelling and symbolic thinking. Dramatic play props—such as scarves, hats, costumes, and cardboard boxes—support imaginative exploration and narrative building. Digital tools like Puppet Pals, Toontastic, and ChatterPix Kids allow children to animate characters and record voice-overs, enhancing multimodal literacy (Thompson & Pearce, 2022). These resources can be used flexibly across age groups, with educators scaffolding children’s experiences to foster confidence, collaboration, and creative expression through both traditional and digital storytelling.

0–2 Years

• Puppet Peek-a-Boo
  Educator uses soft animal or character puppets in peek-a-boo routines. This activity supports joint attention, social bonding, and emerging language as babies begin to anticipate and respond (Maryland State Department of Education, 2013).

• Sound Mimic Puppet Game
  Infants are encouraged to mimic animal sounds with puppets (e.g., “baa,” “woof”), building listening, speech, and engagement through fun repetition (Tegano et al., 1991).

2–3 Years

• Dress-Up Role Play
  Toddlers use hats, scarves, and props to act out everyday roles like doctor, cook, or parent, promoting symbolic thinking and confidence (Thompson & Pearce, 2022). 

• Emotion Puppet Chat
  Children interact with puppets that express different emotions (happy, sad, scared). They are encouraged to name feelings, helping develop empathy and emotional language (Yıldırım & Yilmaz, 2023). 

3–5 Years

• Group Puppet Show
  Children script and perform a puppet show using self-made characters. Encourages creativity, teamwork, and presentation confidence. 

• Act It Out Game
  Educators guide children to act out story scenes or real-life scenarios. Builds problem-solving, collaboration, and expressive skills (Teaching Strategies , 2010). 

6–8 Years

• Puppet Storytelling Circle

Children retell favorite stories or create new ones using puppets. This strengthens oral language, sequencing, and imagination.

• Digital Puppet Theatre
  Using apps like Puppet Pals, children record and animate stories, enhancing digital literacy and storytelling skills (Thompson & Pearce, 2022). 

Puppet Peek-a-Boo (0–2 years)

• What went well:
  The puppet peek-a-boo routine worked brilliantly for engaging the babies’ attention and supporting early social bonding. The simple repetition and surprise of the puppet popping in and out helped build anticipation and joint attention. Some infants even began to vocalize and mimic the peek-a-boo action, which showed emerging communication skills.

• What could be improved:
  A few babies were initially shy or unsure about the puppet. Some needed extra time and encouragement to interact. Also, holding the puppet at the right angle for all children to see required more planning.

• What I’d change next time:
  Next time, I would set up the area so babies can sit in a semi-circle with clear sightlines. I’d also introduce the puppet more slowly, allowing children to explore touching and holding it. This could build trust and engagement more gradually.

 Dress-Up Role Play (2–3 years)

• What went well:
  The toddlers loved choosing costumes and acting out everyday roles like doctor and parent. This encouraged symbolic thinking, language use, and confidence. Several children extended the play by inviting peers to join in, which built social skills and empathy.

• What could be improved:
  Some children struggled with sharing favorite costumes, leading to small conflicts that interrupted the flow of play.

• What I’d change next time:
  I’d add duplicate or similar costume items and discuss turn-taking before the activity. I’d also encourage co-created stories to keep the focus on collaboration rather than individual props.

Puppet Storytelling Circle (3–5 years)

• What went well:
  The puppet storytelling circle had the attention of the children and made the use of expressive language and imagination. Plenty of children comfortably told stories that were familiar and made up stories developing gestures, voices, and simple props. This encouraged turn taking, narrative structure and sequencing. Open-ended questions made kids expand their thoughts, and the majority loved to act in front of others.

• What could be improved:
  Other more reserved children found it hard to participate or lost interest in their turn. Some of them would not participate because a couple of the puppets were too large or challenging to handle by small hands.

• What I’d change next time:
  In the future, I would break into smaller groups so as to give each child a chance. I would use the easy to hold puppets and also provide paired storytelling to the reluctant children. Plot development might be encouraged by visual story maps and help to keep children entertained. This would foster equality and assurance to all learners.

Group Puppet Show (6–8 years)

• What went well:
  The older children were keen and creative in their writing the puppet program and acting it. They worked together in creating characters and lines, developing a team-building as well as language practice and presentation confidence. Most of them employed props and backgrounds to improve on their performance, this attracted the audience.

• What could be improved:
  There were children who dominated in writing the script and those who did not do much. Their practise time was limited and this did not give them much time to perfect their performance.

• What I’d change next time:
  The next time I will set up smaller teams of writers to allow everyone to contribute to the ideas, and then merge the ideas to the final show. Adding some additional rehearsal time as well as finishing those with a brief feedback circle by peers would enhance cooperation, confidence, and the quality of performance.