How a dialogic space can impact children’s creativity and mood valence in Drama Pedagogy Training: Study with a French 4th grade sample

Developing children’s socio-emotional competencies through drama pedagogy training: An experimental study on theory of mind and collaborative behavior

“…DPT could be also considered as a specific kind of training within drama based pedagogy (for a review see Lee, Patall, Cawthon, & Steingut, 2015 ), based on drama pedagogy theory ( García-Huidobro; 2004 ) and which is focused only on participant’s socio-emotional and creative development, and thus, not created to enhance any academic field, or to contribute to any subject in school, neither to train participants in any artistic way. According to Celume et al (2019a) DPT is a methodology that encompasses drama activities and techniques through the use of embodiment and narratives, under a particular psycho-pedagogical framework that works with the use of narrative and the construction of a dialogic space ( Celume, Besançon, & Zenasni, 2019b ). DPT can be considered as an active methodology, that works with the cognitive and affective dimensions of the participants emphasizing the importance of playfulness and positive emotions, promoting a safe and caring environment and a positive student-pedagogue relationship ( Garaigordobil & Berrueco, 2011 ; García-Huidobro, 2004 ; Hammond, 2015 ; Rosen, 1974 ) that would develop social and emotional competencies and skills.…”

Effects of Improvisation Training on Student Teachers’ Behavioral, Neuroendocrine, and Psychophysiological Responses during the Trier Social Stress Test

“…This explanation is supported by findings related to a heightened salivary cortisol reactivity following social rejection (Blackhart et al 2007) and following the absence of nonverbal behavioral imitation or social mirroring (Kouzakova et al 2010). If no reciprocity nor dialogic space exists (Celume et al 2019), the very basis of social communication is compromised, eliciting a social stress response. The control subgroup possibly habituated to the absent reciprocity via repetition, whereas the heightened awareness of nonresponsiveness might have inhibited any habituation among the intervention group.…”

Developing Children’s Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions “Game Program”

“…In the same direction as other research, these studies confirm the positive role of play, especially friendly, cooperative, and creative play, in child development and intragroup relationships within the school context. Recent research that has used adapted versions of the interventions presented in the present study has shown us how children can develop creative thinking and more positive emotional states ( Celume et al 2019b ) and can deploy various emotional competencies, such as the identification of emotions and collaboration ( Celume et al 2020 ). The successive works carried out validate the programs designed and provide a tool for psychological interventions based on cooperative-creative play to develop personality during childhood.…”

“…Various cognitive and emotional processes are deployed in the symbolic game of representation, developing children’s creative thinking and key emotional competencies ( Celume et al 2019a ). The dialogical and protected space that promotes play allows children to try different ways of being and acting and thus to develop cognitive processes that influence their creativity and their affective-emotional well-being ( Celume et al 2019b ).…”