Fourteenth International Conference on the Arts in Society

Abstract

Integrating dramatic play, which encourages multiple modes of communication, seems like a natural developmental fit into preschool language and literacy instruction. In fact, some correlational studies have found benefits for early cognitive and language development (Robinson, 2013). In a meta-analysis, Podlozny (2000) found some evidence that drama integration can have a positive impact on early elementary oral language development. Despite this evidence, the integration of drama is not a regular practice in preschool classrooms and research on its outcomes is sparse. This paper is an attempt to fill that void and to explore and evaluate a program that integrates oral storytelling and drama into Headstart programs in multiple sites. This is part of a multi-phase study designed to support arts-integration, specifically drama and oral storytelling in early childhood education settings. We will share first-phase outcomes of a networked design-study using the partnership of a core group of stakeholders (preschool teachers, administrators, artists, state-level organizations and university researchers) determined to scale up drama instruction in the service of early language development for low-income and ELL children in Head Start programs. We will share tools and processes developed and describe the rapid-cycle design-experiment process we used to identify and refine productive drama-language integration practices in preschool settings.