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Written for the wide range of practitioners working with young children, this book gives guidance on both the theory and the practical management of drama in the Early Years. The relationship between 'pretend play' and the cognitive and affective development of young children is emphasised, having much to inform us about the children in our care. Major themes are children's need to experience quality talk and their engagement in narrative through story-making.
The authors have a wide range of experience in Early Years teaching and in teacher training. Through their work, they are aware of the importance of drama for the development of the young child. Parents and practitioners are encouraged to explore drama activities and examples are given of fantasy play taken from pre-school, nursery and infant settings.
All those involved with Early Years can discover that engaging children in dramatic activity is both a natural form of behaviour and a powerful learning medium.
List of contents
Introduction
Part one: Understanding dramatic activity
Dramatic process 0-6 years
Understanding the 'pretend self'
Language, drama and the imagination
Drama and personal, social and emotional development
Drama and the whole child
Performance in the early years
Part two: Managing dramatic activity
Creating role play areas
Interactive story making
Using dramatic conventions
Observation, progression and assessment
Conclusion
Index.
About the author
Lesley Hendy was a senior lecturer in Drama and Education at Homerton College, Cambridge. She had responsibility for the curriculum drama programme for primary trainees in the Early Years and she has written about Early Years drama in a variety of books and journals. She is a Senior Research Associate for Homerton College.
Lucy Toon majored in drama as part of her training for a B.A. Hons with QTS at Bishop Grosseteste, Lincoln. Since leaving college, she has taught at Eastfield Infants School, St. Ives, Cambridge where she has specialised in teaching 4-5 year olds. She is the school co-ordinator for drama and has recently been appointed as a team leader.
Summary
Written for the wide range of practitioners working with young children, this book gives guidance on both the theory and the practical management of drama in the Early Years. The relationship between 'pretend play' and the cognitive and affective development of young children is emphasised, having much to inform us about the children in our care.
