An Analysis of Drama-in-Education as an Effective Teaching and Learning Methodology in Early Childhood Education: A case of Mogoditshane Child Development Centre

Abstract

This research is a critical analysis of drama-in-education as an effective teaching methodology in early childhood education in Botswana. The target group was 15 pre-school learners and three ECD teachers from Mogoditshane Child Development Centre. The theoretical framework of this study is underpinned by Drama-in-Education (Heathcote, 1982), Theatre for Development (Boal, 1982) and Social Cognitive (Bandura, 1986) theories. These theories consider the use of theatre elements as essential in achieving both its pedagogical and artistic objective (Bolton, 1993). The study used a participatory case study approach within the qualitative action research paradigm. Data was gathered through focus group discussion and participant observation. Research instruments included in-depth open-ended interviews, an observation checklist, and data was also digitally recorded. The literature survey included books, journals, newspapers and organizational records on internet reports. Teacher-in-role and freeze-frame/tableau were the overarching drama-in-education teaching techniques essential for pre-school learners to be able to understand concepts in class. This research showed how the safety of drama through the creation of dramatic elsewhere, distancing, framing and role playing, works towards a deeper understanding by pre-schoolers in class. The research noted that if ECD learners are told something, they tend to forget. If they are shown something, they remember, but if they are involved practically, they understand. Findings call for efforts to conduct lessons in early childhood education experientially through drama-in-education as a teaching strategy. This research recommends early childhood schools and education authorities in Botswana to explicitly consider drama-in-education as an effective early childhood teaching methodology in the 21st century. This paper concludes with a strong plea for the inclusion of accredited drama and theatre pedagogical courses in pre-school teacher-training colleges.