Kinder/caring: Exploring the Use and Effects of Sociodrama in a Kindergarten Classroom

Abstract

This a/r/tographic inquiry explores how Senior Kindergarten students experience sociodramatic activities based upon the work of Moreno (1943) and Boal (1985, 1995, 1998, 2002, 2006). Through explorations in sociodrama, eleven students (six males and five females) from one Senior Kindergarten classroom were encouraged to create and reflect upon common social issues and concerns as a classroom community through warm-ups, sociodramatic activities, and oral group reflections. By the conclusion of the twelfth workshop, students demonstrated an ability to successfully participate in the sociodramatic process including the exploration and reflection of issues of personal and collective importance.

Escalating Disabilities Students’ English Speaking Skill Through Sociodrama Method

“…To collect the data, the researchers used observation, interview and documentation. The researchers undertook this qualitative study to explore whether students could define themselves not as passive spectators but rather as active participants in role-play and use sociodrama to explore and reflect on matters of personal [14]. The researchers observed 6 (six) disabilities students in grade 8th junior high school mainly focused on orthopedically handicapped.…”

Using Sociodrama to Help Young Children Problem Solve

“…Sociodrama is an ideal problem solving activity for today's diverse early years classroom, as children can see, hear, and feel their plans and responses to problems being resolved (Deans et al 2007;Furman 2000). For example, children have been able to explore ways of resolving sibling rivalry by using sociodramatic techniques (Pecaski McLennan 2008).…”

Examining External Influences in Young Children's Explorations Within Sociodrama

“…As well, Mrs. Greene had taught the majority of these students junior kindergarten in the previous year, resulting in this being their second year together. I metaphorically compared this classroom to a well-oiled machine in field notes and reflexive journal entries, as the classroom often seemed to run itself (Pecaski McLennan, 2007). Students were so proficient at following what appeared to be very clearly established expectations and routines.…”

“…I wondered whether the sociodrama could be used to provide these young children with opportunities to engage in authentic, collaborative, and democratic experiences that would provide freedom for them to explore personal and collective problems. In this article, I will discuss a research project I conducted to explore the effects of young children's frequent engagements within sociodrama and the impact of three external influences-the school environment, the classroom teacher, and the students themselves-on student spontaneity and response within the sociodrama workshops (Pecaski McLennan, 2007).…”