Supporting Peer Interaction in Early Childhood Education and Care through Dramatic Play
Ataee, Sima (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024052716048
https://urn.fi/URN:NBN:fi:amk-2024052716048
Tiivistelmä
The purpose of this development work was to support peer interaction in early childhood education and care. This was achieved through the review of sociocultural learning theory and the implementation of creative methods such as storytelling, drama, and arts and crafts. Activities containing these methods enhance the opportunity to practice social skills such as interactive play, participation, and communication.
The theoretical foundation for this work supports interactive play as a crucial component in developing peer interaction. The Finnish National Early Childhood Education and Care Curriculum emphasises the importance of play in ensuring a child's well-being. Therefore, early childhood education units must provide learning environments that create opportunities for children to interact and play. Educators must also facilitate and encourage interaction and group membership between children.
This study was conducted in two private English-speaking early childhood education units in Espoo and Helsinki. Qualitative research methods were used to collect data, including implementing activities, observing the target group's children, and questionnaires for the educators. The outcome of the thesis was the presentation of the results to the working life partners.
To encourage peer interaction, four workshops for groups of children were created, inspired by two popular children's books. The workshops involved dramatic play, which allowed for the practice of social skills in scenarios involving conflicts within the stories. The activities were designed to foster an understanding of friendship and develop empathy towards other children's feelings and participation.
The study's findings support the developmental task, as the drama play encouraged the children to interact with their peers. Children participating in dramatic plays and storytelling sessions demonstrated conversation, communication, and support for their peers, which are essential elements of friendship.
The theoretical foundation for this work supports interactive play as a crucial component in developing peer interaction. The Finnish National Early Childhood Education and Care Curriculum emphasises the importance of play in ensuring a child's well-being. Therefore, early childhood education units must provide learning environments that create opportunities for children to interact and play. Educators must also facilitate and encourage interaction and group membership between children.
This study was conducted in two private English-speaking early childhood education units in Espoo and Helsinki. Qualitative research methods were used to collect data, including implementing activities, observing the target group's children, and questionnaires for the educators. The outcome of the thesis was the presentation of the results to the working life partners.
To encourage peer interaction, four workshops for groups of children were created, inspired by two popular children's books. The workshops involved dramatic play, which allowed for the practice of social skills in scenarios involving conflicts within the stories. The activities were designed to foster an understanding of friendship and develop empathy towards other children's feelings and participation.
The study's findings support the developmental task, as the drama play encouraged the children to interact with their peers. Children participating in dramatic plays and storytelling sessions demonstrated conversation, communication, and support for their peers, which are essential elements of friendship.