التلقي الدرامي لدى الأطفال

Abstract EN

This paper focuses on explaining the importance of drama and enhancing its place and role in achieving the educational goals in its all aspects and methodological forms through child reception of drama.

This is based on the assumption that drama can be the most effecting element to be inserted in the academic materials and educational methods.

Drama can also keep the pace with the new developments to be a genuine element that contribute to individual skills development in educational environment.

Drama can play this role because of its efficiency in providing and supporting experiences that other educational methods cannot provide in enriching students through elements such as acting and emotion and mingling with others and stimulating imagination and the physical presence, dancing , music , singing , playing and entertainment.

Moreover, by providing excitement, taking part in group activities, speech, and character feature, self-steams.

Furthermore drama works on different levels of thinking , pattern of behavior and social skills , creating a total formula that can be applied at any time and any place.

If applied properly drama can stimulates a child’s different skills in order to use it in an educational process that relief students from the traditional methods applied in education (class+ teacher + student).

Drama in this view allows education process to be interactive activity, or what educational psychologists approve as a new trend to construct curriculums in favor for the process of awareness change.

Based upon the obtained results according to the appropriate statistic methods the research reached the following conclusions:-  The conclusions of the first assumption shows a statistical difference at the level (0: 05 = a) between the pre-test and the post-test results in favour of the “study selected group” in issues related to knowledge.

 The conclusions of the second assumption shows statistical difference at the level ( 0: 05=a) between the pre-test and post-test results in favour of the “study selected group” in social issues.

 The conclusions of the second assumption shows statistical difference at the level ( 0: 05=a) between the pre-test and post-test results in favour of the “study selected group” in psychological issues .

 This results shows a statistical difference at the level (0: 05 = a) between the pre-results and post-results in favour of the “study selected group” in academic achievement.