Drama and Cognitive Development in Young Children: A Study of a Unizik Applied Theatre Project in Demonstration School, Awka, Nigeria

Abstract

Study Background: There is no doubt that cognitive awareness and functionality are critical components in holistic human development. The need for educational establishments in Nigeria to adopt particular and learner-focused techniques to tackle the dearth of abstract and solution-based thinking in children is imperative for the achievement of sustainable development goals.

Aim of the Study: The objective of this paper is to espouse on the engagement of dramatic techniques within learning processes as an interventionist medium in promoting, sustaining and even improving positive psychosocial activities among children.

Theoretical Perspective: The study underscores scholarly positions of Vygotsky’s theory of Metacognition and Self-regulation as well as the import of dramatic engagements in enhancing transformative educational programs.

Methodology: The qualitative research method is adopted for this study. An applied theatre project, titled The Reward for Cleanliness is analysed as the primary source of data.

Findings and Conclusion: The study found that a proper and well researched application of dramatic engagements within educational efforts and beyond is most instructive in providing context and rallying needed action on different areas of child development.