Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior

Drama pedagogy training (DPT) is a drama-based-pedagogy focused on socio-emotional-learning (SEL) development, over academic or artistic. This study aims to see if DPT promotes theory of mind (ToM) and collaborative behavior in 126 French children aged 9-10 years old, randomly assigned to an experim...

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Detalles Bibliográficos
Autores principales: Celume, Macarena-Paz, Goldstein, Thalia, Besançon, Maud, Zenasni, Franck
Formato: Online Artículo Texto
Lenguaje:English
Publicado: PsychOpen 2020
Materias:
Research Reports
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7909491/
https://www.ncbi.nlm.nih.gov/pubmed/33680207
http://dx.doi.org/10.5964/ejop.v16i4.2054
Descripción
Sumario:Drama pedagogy training (DPT) is a drama-based-pedagogy focused on socio-emotional-learning (SEL) development, over academic or artistic. This study aims to see if DPT promotes theory of mind (ToM) and collaborative behavior in 126 French children aged 9-10 years old, randomly assigned to an experimental group (DPT), either a control group for 6 weeks. Post-tests showed large effects of training on ToM, F(1, 124) = 24.36, p < .001, η² =.16, and collaborative behavior, F(1, 124) = 29.8, p < .001, η² = .19. T-test showed significant differences on ToM (t = -4.94, p < .001) and collaborative behavior (t = -5.46, p < .001), higher for DPT. Effects of type of school and grade are discussed. Results confirm the hypotheses.

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