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Promoting Head Start Dual Language Learners' Social and Emotional Development Through Creative Drama.

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Title: Promoting Head Start Dual Language Learners' Social and Emotional Development Through Creative Drama.
Authors: Gao, Qianyi1 (AUTHOR) qgao@clemson.edu, Hall, Anna1 (AUTHOR), Linder, Sandra1 (AUTHOR), Leonard, Alison1 (AUTHOR), Qian, Meihua1 (AUTHOR)
Source: Early Childhood Education Journal. Jun2022, Vol. 50 Issue 5, p761-771. 11p. 3 Charts.
Subject Terms: *Emotional competence, *Experimental design, *Language & languages, Social skills, Social interaction
Geographic Terms: United States
Abstract: The demographic landscape in the United States is changing rapidly, and early childhood programs are experiencing an increase in the enrollment of Dual Language Learners (DLLs). The current study employed a mixed-methods case study design to explore the impact of creative drama on Head Start DLLs' social and emotional development. Six DLLs enrolled in a Head Start center participated in the 9-week creative drama intervention. Quantitative data showed that participants' social and emotional skills improved significantly after the intervention. Qualitative data further revealed that participants demonstrated improvements in social interactions, including increased confidence, enhanced cooperation skills, and better emotion management. Overall, the findings from the current study suggest that creative drama is a promising strategy for Head Start DLLs to increase their social and emotional competence. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jun2022, Vol. 50 Issue 5, p761-771. 11p. 3 Charts.
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  Data: The demographic landscape in the United States is changing rapidly, and early childhood programs are experiencing an increase in the enrollment of Dual Language Learners (DLLs). The current study employed a mixed-methods case study design to explore the impact of creative drama on Head Start DLLs' social and emotional development. Six DLLs enrolled in a Head Start center participated in the 9-week creative drama intervention. Quantitative data showed that participants' social and emotional skills improved significantly after the intervention. Qualitative data further revealed that participants demonstrated improvements in social interactions, including increased confidence, enhanced cooperation skills, and better emotion management. Overall, the findings from the current study suggest that creative drama is a promising strategy for Head Start DLLs to increase their social and emotional competence. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10643-021-01198-x
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        Text: English
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              Text: Jun2022
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