Puppets and inclusive practice: Engaging all learners through drama and puppetry in preschool contexts

Abstract

Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tāhuhu o Te Mātauranga–Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.

Edukasi Mencuci Tangan dengan Metode Storytelling pada Anak Usia Pra-Sekolah Di Kota Tondano, Kabupaten Minahasa

“…Boneka juga dapat memfasilitasi komunikasi dan interaksi antara orang dewasa dan anak-anak, menjadikan pengajaran lebih efektif dan menyenangkan, karena boneka menghadirkan spontanitas, humor, dan kesenangan dalam tugas-tugas serius mengajar (Chee Luen, 2021). Boneka juga menarik bagi anak-anak kecil karena mereka percaya, boneka berhubungan dan menerima mereka sebagai teman yang tidak mengancam dan simpatik (Karaolis, 2022). Manfaat lainnya adalah boneka memotivasi anak-anak untuk bekerja dan juga mengurangi filter afektif mereka sehingga bahkan anakanak yang pemalu dan gelisah pun dapat mengembangkan kemampuan berbicara di depan umum, dan anak-anak yang pendiam dibantu untuk 'keluar dari cangkangnya' dan menjadi lebih ekspresif (Mujahidah et al, 2021).…”