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Introduction and Importance of Drama & Puppetry
Drama and puppetry also play an important part in the development of early childhood creativity. Children can enhance emotional expression, language, imagination, and social awareness through storytelling, role-playing, and puppets (Isbell & Yoshizawa, 2020). This section of the curriculum encourages children to experiment with a variety of voices, gestures, and movement both to enhance communication and confidence. Puppetry also enables children to act out empathy and relationships by playing through real or invented situations. These activities can be encouraged by teachers to enhance collaboration, creativity, and storytelling as children construct their world and engage in creative play in a joyful manner (Howard & Mayesky, 2022).
Theories and Perspectives
Lev Vygotsky's social constructivist theory underpins drama and puppetry because it focuses on children learning by interacting and guided participation. Drama play builds up language and problem-solving skills as children take on roles and collaborate (Vygotsky, 1978). Howard Gardner's theory of Multiple Intelligences also considers the matter of drama with respect to bodily-kinaesthetic and interpersonal intelligences (Gardner, 2011). Symbolic play has also been termed a vital learning stage according to Piaget's theory of cognitive development in children, particularly preschoolers (Piaget, 1962). These theories show that puppetry and drama are not merely entertainment but play a significant role in the formation of imagination, abstract thinking, and emotional intelligence in early childhood.
Resources, Materials, and Digital Technologies
The teachers also possess materials that can be utilised in order to involve children in drama and puppet play. These materials are simple props created from recycled substances, story boxes, dressing up items, hand puppets, and finger puppets (Howard & Mayesky, 2022). Storybooks also enable children to make up stories. Felt boards also enable children to make up stories. Computer programs such as apps for puppet animation, video capture, or audio storytelling prompt children to create their own programs. Recordings are listened to on interactive whiteboards or tablets to reflect. Open-ended materials like fabric pieces or cardboard tubes allow the children to create settings and characters and invite roleplay and creativity.
Coloured paper
Glue and scissors
Markers and Crayons
Learning Experiences:
0-2Years:
Dramatic play with picture props (e.g., duck family board)
Peekaboo Cat Puppet
2-3 Years:
Finger Family Song Puppets
Pretend Play with Dolls (Hospital to Home)
3-5 Years
Puppet Dialogue with Flashcards
Three Little Pigs” Finger Puppet Story
6-8 Years
shadow Puppet – Hand Moose
Cops and Robbers Skit (Role Play)
IMG_8489.MOVvideo-output-F608E69B-C5FC-4F7C-A770-D6C49F4EBA2B-1.MOVReflection and Evaluation
Puppetry and drama allowed me to experiment with creativity in storytelling, movement, music, and voice. Developing the video for the "Finger Family" song allowed me to discover how even young children respond to familiar songs, actions, and character-based repetition. I observed that the use of simple words with puppets and actions made it more interactive and stimulated early language development and participation. It also prompted the use of rhythm and repetition in early communication.
The "Five Animals on a Picnic" activity, the second activity, was aimed at developing imaginative thinking and sequencing within a fun story. Acting out the picnic events using puppets provided children with emotional and social expression through the use of puppets. I noted children laughing, gesturing, and making suggestions, which indicated to me how storytelling promotes active participation and narrative understanding.
Something that worked was how well the children related to the characters and plot. Yet, I noticed that additional visual props and clearer pacing would enhance understanding. If I were to recreate these experiences, I would engage children more in the tale by allowing them to decide on characters or alter the conclusion. This would generate more creativity, problem-solving, and ownership of the play process.
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