TITLE:
Influence of Instructional Drama Activities on the Development of Early Years Learners in Elgeyo-Marakwet County, Kenya
AUTHORS:
Florence J. Boinett, Josephine Oranga, Enock Obuba
KEYWORDS:
Drama, Learning, ECDE, Teaching, Pupils, Early Years, Pre-School Children, Kindergarten, Kenya
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.10 No.4,
April
26,
2022
ABSTRACT: This study was an in-depth investigation into the influence of instructional drama
activities on the development of learners in Early Years (Early Childhood)
Education Centers in Elgeyo-Marakwet County, Kenya. The study was guided by Piaget’s Cognitive development theory
and utilized a cross-sectional descriptive survey research design. It
made use of 513 respondents comprising 334 teachers, 172 Head teachers and 7
officials in charge of Early years in Elgeyo
Marakwet County. Data were collected through questionnaire and analysed using
descriptive statistics.
The study established that teachers in the ECDE Centres do not frequently use
instructional drama. They instead use the Ministry of Education Models for teaching and learning in ECDE.
The study concludes that drama provides a neutral vehicle through which ECDE
pupils can explore, express themselves, discover and interpret the world around
them, thus
making them acquire skills to co-operate with peers and control impulses. One recommendation is that teacher
training institutions and ECDE schools should work together to ensure
that teachers are appropriately prepared to use instructional drama.