Project-Based Learning in Children: Participation In Drama, Music and Arts Influencing Children’s Personal and Social Development
Sajjad, Amna (2024)
2024
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https://urn.fi/URN:NBN:fi:amk-2024112530128
https://urn.fi/URN:NBN:fi:amk-2024112530128
Tiivistelmä
The focus of this thesis is to assess the effects accorded to project-based learning, particularly on drama, music, and arts in enhancing the children’s personal and social development. A project of six weeks was done with 7–8-year-old, Grade 1 children in an Afternoon Club, using the “Rainbow Fish” story.
The activities within this project-based learning included drama adaptation, music and arts or craft as a medium of learning. Among the procedures used were participant observation and qualitative assessments of children’s activity and outcomes. The project showed more social adaptability, better display of emotions and enhanced creativity among the subjects (Kurian, 2024). In YR 1, children showed improvement about how they related with peers, cooperation, communication and appreciable feelings.
The project also met a very important need in early childhood education by promoting smooth transfer from preschool to grade 1. In line with previous studies, this thesis establishes the findings related to arts-integrated, project-based learning approaches to support the development of the whole child (Wijnia et al., 2024). Subsequent outcomes could perhaps evaluate the potential long-term effects of such an intervention on academic achievement as well as students ‘emotional regulation.
The activities within this project-based learning included drama adaptation, music and arts or craft as a medium of learning. Among the procedures used were participant observation and qualitative assessments of children’s activity and outcomes. The project showed more social adaptability, better display of emotions and enhanced creativity among the subjects (Kurian, 2024). In YR 1, children showed improvement about how they related with peers, cooperation, communication and appreciable feelings.
The project also met a very important need in early childhood education by promoting smooth transfer from preschool to grade 1. In line with previous studies, this thesis establishes the findings related to arts-integrated, project-based learning approaches to support the development of the whole child (Wijnia et al., 2024). Subsequent outcomes could perhaps evaluate the potential long-term effects of such an intervention on academic achievement as well as students ‘emotional regulation.