Investigation of psychosocial risks with creative drama practices based on picture storybooks in the preschool period
Authors
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Şeyma AksoyMaster’s Student, Department of Preschool Education, Ordu University, Ordu, Türkiye
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Tuğba Kontaş AzaklıDepartment of Preschool Education, Education Faculty, Ordu University, Ordu, Türkiye
DOI:
10.58583/EM.4.1.10Keywords:
Children's picture books, Creative drama, Psychosocial risk, Preschool periodAbstract
The aim of this study is to examine the presence of psychosocial risks in the preschool period with creative drama practices developed based on picture storybooks. For this purpose, a total of 9 creative drama sessions based on illustrated storybooks for 19 children aged 60-72 months attending a kindergarten in the Doğankent district of Giresun in the 2023-2024 academic year were examined with a retrospective case study method. Observation, researcher diary, student demographic information form, and teacher evaluation forms were used as data collection tools. The contents of all these data were reviewed by the researcher, the consultant teacher, and the preschool teacher using the data triangulation method. As a result, five psychosocial risks were identified in children through creative drama practices developed based on picture storybooks. Accordingly, it was observed that the most common risk in children was experience or fear related to an earthquake. In addition, the risks of need for protection, separation anxiety, technology addiction, and violent responses were observed. It was seen that these psychosocial risks were predominantly expressed by children through self-disclosure in the Revitalization phase of creative drama. The Warm-up, Preparation, and Evaluation stages followed this. In all these stages, it was observed that children disclosed themselves during the interim evaluation activities according to the activity type. It was seen that the interim evaluation questions were prepared with the Scamper style open-ended question method. In this context, the creative drama process can be considered a tool that reveals the child's inner world and improves the teacher's pedagogical awareness and early intervention capacity.
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