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Promoting Head Start Dual Language Learners’ Social and Emotional Development Through Creative Drama

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Abstract

The demographic landscape in the United States is changing rapidly, and early childhood programs are experiencing an increase in the enrollment of Dual Language Learners (DLLs). The current study employed a mixed-methods case study design to explore the impact of creative drama on Head Start DLLs’ social and emotional development. Six DLLs enrolled in a Head Start center participated in the 9-week creative drama intervention. Quantitative data showed that participants’ social and emotional skills improved significantly after the intervention. Qualitative data further revealed that participants demonstrated improvements in social interactions, including increased confidence, enhanced cooperation skills, and better emotion management. Overall, the findings from the current study suggest that creative drama is a promising strategy for Head Start DLLs to increase their social and emotional competence.

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  1. Clemson University, G02-C Tillman Hall, Clemson, SC, 29634, USA

    Qianyi Gao, Anna Hall, Sandra Linder, Alison Leonard & Meihua Qian

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  1. Qianyi Gao
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Gao, Q., Hall, A., Linder, S. et al. Promoting Head Start Dual Language Learners’ Social and Emotional Development Through Creative Drama. Early Childhood Educ J 50, 761–771 (2022). https://doi.org/10.1007/s10643-021-01198-x

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