Empowering Dual Language Learners: Using Creative Drama to Build Social and Emotional Skills

Format

Individual Presentation

Format

Poster Presentation

Presenters

• Qianyi GaoFollow
• Anna HallFollow

First Presenter's Institution

University of Iowa

First Presenter’s Email Address

qianyi-gao@uiowa.edu

First Presenter's Brief Biography

Qianyi Gao is an Assistant Research Scientist in the College of Education at the University of Iowa. Her research focuses on arts integration, creativity, play-based learning.

Second Presenter's Institution

Clemson University

Second Presenter’s Email Address

ah2@clemson.edu

Second Presenter's Brief Biography

Anna Hall is a Professor of Early Childhood Education in the College of Education at Clemson University. Her scholarship focuses on examining the writing attitudes of teachers and students and developing and adapting instructional writing strategies.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Harborside Ballroom

Strand #1

Heart: Social & Emotional Skills

Strand #2

Heart: Social & Emotional Skills

Relevance

The proposal directly relates to the "Heart" strand by focusing on the social and emotional development of young Dual Language Learners (DLLs). By engaging children in creative drama activities, educators can facilitate their confidence-building, improve their social interactions, and support effective emotional management.

Brief Program Description

The demographic landscape in early childhood programs is changing rapidly, with a notable rise in the enrollment of DLLs. Implementing effective instructional practices that promote the social and emotional development of these children is essential. Our case study explores the impact of creative drama as a powerful tool for fostering social and emotional skills among DLLs in Head Start programs.

Summary

As the demographic makeup of early childhood programs evolves, educators encounter an increasingly diverse classroom population. The rising enrollment of DLLs, who bring unique cultural and linguistic experiences, highlights the need for effective practical approaches that support their social and emotional development. This proposal presents a case study where creative drama activities were implemented in early childhood classrooms to enhance the social and emotional skills of DLLs.

Over a nine-week period, young DLLs engaged in a range of age-appropriate drama activities, including role-playing, storytelling, and improvisation. In addition, children experienced various techniques and skills such as pantomime, masks, puppetry, singing, and movement. The activities were designed to integrate multiple intelligences and facilitate learning through visual, verbal, and kinesthetic modes, allowing DLLs - especially those with lower English proficiencies - to express themselves in diverse ways. The use of visual supports, such as gestures and pictorial aids, further encouraged active participation and strengthened a sense of belonging within the classroom community.

The results revealed significant improvements in social competencies, including increased confidence, enhanced social interactions, and better emotional management. DLLs demonstrated improved abilities to initiate conversations, take turns, and express themselves more effectively. Creative drama provided DLLs with a supportive and interactive platform to practice and develop their social and emotional skills. By leveraging multiple intelligences and incorporating varied activities, this approach accommodated the diverse needs of DLLs. The findings suggest that creative drama is a valuable tool for fostering positive social and emotional outcomes in early childhood education.

Evidence

Brown, V. (2017). Drama as a valuable learning medium in early childhood. Arts Education Policy Review, 118(3), 164–171.

Folostina, R., Tudorache, L., Michel, T., Erzsebet, B., Agheana, V., & Hocaoglu, H. (2015). Using play and drama in developing resilience in children at risk. Procedia-Social and Behavioral Sciences, 197, 2362–2368.

Freeman, G., Sullivan, K., & Fulton, C. (2003). Effects of creative drama on self-concepts, social skills and problem behavior. The Journal of Educational Research, 96(3), 131–138.

McCaslin, N. (2006). Creative drama in the classroom and beyond. Pearson/Allyn and Bacon.

Robinson, A. H. (2013). Arts integration and the success of disadvantaged students: A research evaluation. Arts Education Policy Review, 114(4), 191–204.

Learning Objective 1

Participants will be able to articulate the significance of fostering social and emotional skills in young DLLs and the role it plays in their overall development

Learning Objective 2

Participants will be able to identify effective creative drama techniques and strategies and discuss their potential application in early childhood education settings

Learning Objective 3

Participants will be able to discuss the implications of integrating creative drama into the classroom for enhancing the social and emotional development of DLLs

Presentation Year

2025

Start Date

3-2-2025 4:45 PM

End Date

3-2-2025 6:00 PM

Recommended Citation

Gao, Qianyi and Hall, Anna, "Empowering Dual Language Learners: Using Creative Drama to Build Social and Emotional Skills" (2025). National Youth Advocacy & Resilience Conference. 99.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/99