Drama as a method of teaching young scholars enable them to be well involved and exposed to happenings within their immediate environment.

Dramatization requires in presentation, personification and role play involvement. It is an ideal methodology for teaching children on how to act and interpreted things that goes on in the society through imagination of the mind or real situation around their world. Teaching of drama as a method among young learners include the involvement of children in role playing means they will empathies with characters in the past and come to defend their actions against the arguments of others. Drama aims at re- creating human experiences the pupils – actor is personally affected by the experience and this motivates him or her to know and understand more about life.

It mitigates against a simplistic approach to a topic. All points of view are articulated so that situation are no longer viewed in “ black or white” terms. Drama – based history lesson aims to enable the child to speak or act as their character would have done. Almost any topic, story or event can become the basis of a drama experience for children. The talk through method; which is most suitable for young classes. The responsibility is on the teacher to provide and present all the motivation and information for the action.

The role – play method; in which pupils are finished with information on their characters and they articulate this “ in role” to the rest of the classes. Drama is a unique tool to explore and express human feeling. It has the potential, as a diverse. Medium, to enhance cognitive, affective and motor development in a child. A high degree of thinking, feeling and moving is involved and subsequently aids in the child development skills. Emphatically, drama can be used to assist pupils academically through the use of imagination and power of creative self expression. It helps indecision making and problem solving skills.  Drama involve understanding of self and the world. It instill self confidence, a sense of worth, respect, and consideration for others.

Various ways which pupils get involved into a play include the following

  1. Improvisation Let’s pretend: A scene is set, either by the teacher or the children and then with little or no time to prepare a script the pupils perform before the class.
  2. Role Play:- Is a situation where pupils are assign to act a particular role in a scripted play. After rehearsal the play is performed for the class, school or parents.
  3. Masked Drama: The main props are masks Children then feel less inhibited to perform and over act while participating in this form of drama. Children are given specific parts to play with a formal script. Using only their voices, they must create the full picture for the rest of the class, interpreting content and expressing it using only the voice.
  4. Puppet plays: Children use puppets to say and do things that they may feel too inhibited to say or do themselves. Therefore good oratory skills are benefits that teaching and learning drama gives a child. They learn to project their voice and to speak words clearly.


Critical challenge via dramatic arts allow primary pupils to approach problems in fresh ways. Pupils question what they know, do and believe by exploring past judgments through dramatic arts activities. Dramatic arts allow pupils to add another layer to the quality of their thinking. Pupils expand their abilities to define their personal views, consider alternative points of view and assess emerging evidence within the context of a group. Dramatic Infusing critical thinking throughout children’s  school lives in approached through dramatic arts critical challenges. The critical challenges begin with a critical question or critical task that children explore – each critical challenge in drama has key teaching components

Meeting curriculum expectations determine what follow as two units you can use with your class immediately

The activities speak specifically to reasoning, communication and organization of ideas as outline in the language, Grades 1- 8 curriculum:

  1. Within “ writing” the units speak to reasoning.
  2. Writing “ Reading” The units align with critical thinking
  3. Without “ oral and visual communication” the units work very well in all area of he specific expectations


The purpose of the study is stated as follows:

  1. Find out effect of dramatization method on early childhood education programme.
  2. Find out how dramatization can influence better academic achievement of early childhood.
  3. To know the strategic approach for teaching drama in early childhood education
  4. To determine the component of dramatization in early childhood education programme.
  5. To measure the importance of dramatization in early childhood education.


  1. What is the effect of dramatization method on early childhood education programme?
  2. Will dramatization method affect the educational performance of early childhood development?
  3. Will the components of dramatization influence better academic achievement in early childhood education?
  4. What is the importance of dramatization on early childhood education?
  5. Will dramatization in primary school curriculum change pupils motive and characters on early childhood programme?


Ho1.            Pupils age will not significantly depend on the method of dramatization on early childhood education programme?

Ho2             The educational background of pre – primary and primary  school pupils will not significantly depend on the teaching of drama in primary schools.

Ho3             Sex factors will not significantly depend on the approach of dramatization on early childhood education programme.

Ho4             The school environment will not significantly depend on the strategic values on early  childhood education pragramme.


The significance of the study is to gather information on how drama influences children way of adjusting to life from influencing stage to adulthood.

To enhance the effect of dramatization method on early childhood development in primary schools.

1.7          SCOPE OF THE STUDY.

The study will be based on the  approach method for teaching drama in primary schools.

To further find out the advantages and disadvantages of dramatization as a method for teaching primary school pupils and how to develop them from childhood to adult hood.


–        A play Write:- This a person who writes play

–        Casts or Actors: They are those who act in a play

–        Costume: is what an actor wears while acting a play

–        A Director:- an individual that sees to the orderly movement of actions in a play

–        Lighting: This used in depicting day and night in a play

–        Action, space (place) and time: are the three unities suggested by Aristotle in a play

–        A prologue: This is  speech in the beginning of a play

–        An epilogue: This is  the end of a play that is the final remarks of an actor addressed to the audience at the close of a play

–        Theme: This is  main idea in a play

–        A monologue: This is a situation when a single person is talking

–        The chorus: This in a play is meant to

(i) tell us more about the story

(ii) Comment on the story

(iii) Add melody to the play

–        A Dialogue: This is  a discussion between actors

–        A soliloquy:- is when an actor talks to himself silently or aloud

–        A dramatic irony: This occurs when the audience understand what is hidden from the actors

–        The setting:- The setting of a play is the place and time that the action in the play occurs.

–        Stage: This the place where a play is acted

–        Didactic: This kind of drama is meant to teach lesson or morals

–        A prompter:  This is someone who conceals himself near the stage to remind actors who forget their lines.

–        An opera: This is play in which words are accompanied by music

–        An audience: This is the people watching a play

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