Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama

Xiaotong Chen

doi:doi:10.11648/j.ijla.20221003.14

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Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama

Xiaotong Chen

Published in International Journal of Literature and Arts (Volume 10, Issue 3)

Received: 13 April 2022 Accepted: 9 May 2022 Published: 24 May 2022

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Abstract

In recent years, with the support of national policies, Chinese drama pedagogy stayed in a significant stage of development. The preschool period is the social development stage of young children. The social development of young children affects all aspects of psychological development and directly influences the final formation of children's personalities. This paper has preschool children (3-6 years old) as participants and uses experiential reading picture book thematic curriculum as examples. Based on these participants and examples, they argue how to apply dramatic play in preschool education for young children through describing and discussing the drama pedagogy from picture books to process drama in early childhood education and through exploring the theoretical significance of children’s rights and protection and young children’s socialization in early childhood education. This paper also helps preschool children better adapt to their future social life, learn social rules, enrich their positive emotions, and promote the full development of young children's moral, intellectual, physical, aesthetic and social aspects through proper guidance.

Published in	International Journal of Literature and Arts (Volume 10, Issue 3)
DOI	10.11648/j.ijla.20221003.14
Page(s)	175-181
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Drama Pedagogy, Experiential Learning, Socialization of Young Children, Process Drama

References

[1]	General Office of the State Council, PRC, 2015. Opinions of the State Council on Comprehensively Strengthening and Improving Aesthetic Education in School. http://www.gov.cn/gongbao/content/2015/ content_2946698.htm.
[2]	Jun Xu, Tao Yang. 2021. “Facing the Challenge” -- Drama and Citizenship Education in China. UK, 2021. 12. http://ojs.bilpub.com/index.php/card
[3]	Jian Dong, Junshan Ma. 2004. Fifteen lectures on dramatic art. Beijing: Peking University Press.
[4]	Jun Xu. 2020. Pangmei’s Shop. Beijing: China Children's Press & Publication Group https://vufind.library.sh.cn/Record/16dd4396-a97c-4ee6-95f9-ab1222d027b6
[5]	Jun Xu, Chenghao Zhou. 2021. The interpretation of folk culture in‘experiential reading’among communities: an analysis of the impacts of‘Hunter Guolie’on children’s reading abilities in drama education with Chinese folktales. The Journal of Applied Theatre and Performance, UK, 2021.7.
[6]	Member of DICE project association. 2011. Report on the research results of the dice project of the European Commission on Education.
[7]	Baoqiang Li, Xiaoyu Chen. 2020. Protection of Children's Rights in China: Successful Experiences, Practical Challenges and future outlook. https://scjg.cnki.net/kcms/detail/detail.aspx?filename=JYKY202006003&dbcode=CFJD&dbname=CFJD2020&v=
[8]	Guoxiang Li and other editors. 2015. Early childhood psychology. Beijing: Posts and Telecommunications Press.
[9]	Shenglan Li. Preschool Pedagogy (4th Edition). Shanghai: East China Normal University Press.
[10]	Chunmei Gao. 2020. Application of process drama method in English literature reading teaching in Senior High School. https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLASN2020&filename=YJJS202014032&uniplatform=NZKPT&v=wd8G1gXAyyroiqhTiFLIBb_B9iaAMdHdisLMGVRPF0C9OIyckxnmKyY3xBpk-zYD
[11]	Wenxuan Zhang. 2019. On the value and application of children's educational drama in school education. https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2017&filename=XJZT201715152&uniplatform=NZKPT&v=G-eJ0RMZ_uOJAbYqnfreTSBtE29wf08xGNfgfX35P4BqeiAJTHQocW5X_KGF3Il1
[12]	The Kindergarten Education Guideline (for trial implementation).2001. https://www.edu.cn/edu/zheng_ce_gs_gui/zheng_ce_wen_jian/ji_chu/xue_qian/200603/t20060323_109209.shtml
[13]	Meijun Li. 2015. Theory and practice of children's Drama Education. Shanghai: Fudan University Press.
[14]	Yan Liu. Kindergarten games and guidance. Beijing: Higher Education Press.
[15]	Chinese Ministry of education, 2012. Circular of the Ministry of education on printing and distributing the guide for learning and development of children aged 3-6. http://www.moe.gov.cn/srcsite/A06/s3327/201210/t20121009_143254.html
[16]	Xulei Yan. "Body" and "spirit" in Education: a study of body Sociology. Nanjing: Nanjing University Press.
[17]	Yang Jiao. 2018. An empirical study on the influence of educational drama on children's quality. Shanghai: Shanghai Academy of Social Sciences Press.

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APA Style

Xiaotong Chen. (2022). Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama. International Journal of Literature and Arts, 10(3), 175-181. https://doi.org/10.11648/j.ijla.20221003.14

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ACS Style

Xiaotong Chen. Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama. Int. J. Lit. Arts 2022, 10(3), 175-181. doi: 10.11648/j.ijla.20221003.14

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AMA Style

Xiaotong Chen. Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama. Int J Lit Arts. 2022;10(3):175-181. doi: 10.11648/j.ijla.20221003.14

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@article{10.11648/j.ijla.20221003.14,
  author = {Xiaotong Chen},
  title = {Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama},
  journal = {International Journal of Literature and Arts},
  volume = {10},
  number = {3},
  pages = {175-181},
  doi = {10.11648/j.ijla.20221003.14},
  url = {https://doi.org/10.11648/j.ijla.20221003.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20221003.14},
  abstract = {In recent years, with the support of national policies, Chinese drama pedagogy stayed in a significant stage of development. The preschool period is the social development stage of young children. The social development of young children affects all aspects of psychological development and directly influences the final formation of children's personalities. This paper has preschool children (3-6 years old) as participants and uses experiential reading picture book thematic curriculum as examples. Based on these participants and examples, they argue how to apply dramatic play in preschool education for young children through describing and discussing the drama pedagogy from picture books to process drama in early childhood education and through exploring the theoretical significance of children’s rights and protection and young children’s socialization in early childhood education. This paper also helps preschool children better adapt to their future social life, learn social rules, enrich their positive emotions, and promote the full development of young children's moral, intellectual, physical, aesthetic and social aspects through proper guidance.},
 year = {2022}
}

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TY  - JOUR
T1  - Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama
AU  - Xiaotong Chen
Y1  - 2022/05/24
PY  - 2022
N1  - https://doi.org/10.11648/j.ijla.20221003.14
DO  - 10.11648/j.ijla.20221003.14
T2  - International Journal of Literature and Arts
JF  - International Journal of Literature and Arts
JO  - International Journal of Literature and Arts
SP  - 175
EP  - 181
PB  - Science Publishing Group
SN  - 2331-057X
UR  - https://doi.org/10.11648/j.ijla.20221003.14
AB  - In recent years, with the support of national policies, Chinese drama pedagogy stayed in a significant stage of development. The preschool period is the social development stage of young children. The social development of young children affects all aspects of psychological development and directly influences the final formation of children's personalities. This paper has preschool children (3-6 years old) as participants and uses experiential reading picture book thematic curriculum as examples. Based on these participants and examples, they argue how to apply dramatic play in preschool education for young children through describing and discussing the drama pedagogy from picture books to process drama in early childhood education and through exploring the theoretical significance of children’s rights and protection and young children’s socialization in early childhood education. This paper also helps preschool children better adapt to their future social life, learn social rules, enrich their positive emotions, and promote the full development of young children's moral, intellectual, physical, aesthetic and social aspects through proper guidance.
VL  - 10
IS  - 3
ER  -

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Author Information

Xiaotong Chen

Faculty of Drama and Literature, Shanghai Theatre Academy, Shanghai, People’s Republic of China

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Plain Text BibTeX RIS

APA Style

Xiaotong Chen. (2022). Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama. International Journal of Literature and Arts, 10(3), 175-181. https://doi.org/10.11648/j.ijla.20221003.14

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ACS Style

Xiaotong Chen. Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama. Int. J. Lit. Arts 2022, 10(3), 175-181. doi: 10.11648/j.ijla.20221003.14

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AMA Style

Xiaotong Chen. Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama. Int J Lit Arts. 2022;10(3):175-181. doi: 10.11648/j.ijla.20221003.14

Copy | Download

@article{10.11648/j.ijla.20221003.14,
  author = {Xiaotong Chen},
  title = {Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama},
  journal = {International Journal of Literature and Arts},
  volume = {10},
  number = {3},
  pages = {175-181},
  doi = {10.11648/j.ijla.20221003.14},
  url = {https://doi.org/10.11648/j.ijla.20221003.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20221003.14},
  abstract = {In recent years, with the support of national policies, Chinese drama pedagogy stayed in a significant stage of development. The preschool period is the social development stage of young children. The social development of young children affects all aspects of psychological development and directly influences the final formation of children's personalities. This paper has preschool children (3-6 years old) as participants and uses experiential reading picture book thematic curriculum as examples. Based on these participants and examples, they argue how to apply dramatic play in preschool education for young children through describing and discussing the drama pedagogy from picture books to process drama in early childhood education and through exploring the theoretical significance of children’s rights and protection and young children’s socialization in early childhood education. This paper also helps preschool children better adapt to their future social life, learn social rules, enrich their positive emotions, and promote the full development of young children's moral, intellectual, physical, aesthetic and social aspects through proper guidance.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama
AU  - Xiaotong Chen
Y1  - 2022/05/24
PY  - 2022
N1  - https://doi.org/10.11648/j.ijla.20221003.14
DO  - 10.11648/j.ijla.20221003.14
T2  - International Journal of Literature and Arts
JF  - International Journal of Literature and Arts
JO  - International Journal of Literature and Arts
SP  - 175
EP  - 181
PB  - Science Publishing Group
SN  - 2331-057X
UR  - https://doi.org/10.11648/j.ijla.20221003.14
AB  - In recent years, with the support of national policies, Chinese drama pedagogy stayed in a significant stage of development. The preschool period is the social development stage of young children. The social development of young children affects all aspects of psychological development and directly influences the final formation of children's personalities. This paper has preschool children (3-6 years old) as participants and uses experiential reading picture book thematic curriculum as examples. Based on these participants and examples, they argue how to apply dramatic play in preschool education for young children through describing and discussing the drama pedagogy from picture books to process drama in early childhood education and through exploring the theoretical significance of children’s rights and protection and young children’s socialization in early childhood education. This paper also helps preschool children better adapt to their future social life, learn social rules, enrich their positive emotions, and promote the full development of young children's moral, intellectual, physical, aesthetic and social aspects through proper guidance.
VL  - 10
IS  - 3
ER  -

Copy | Download