Drama, æstetisk læring og udvikling af dramatisk legekompetence i børnehaven.

The purpose of this study is to examine whether a drama-pedagogic intervention can serve as an aesthetic learning process, as a tool for strengthening children's dramatic play-competences, and as a tool for developing children's own play communities in an inclusive direction.

On the basis of the results of the study, the author concludes that the drama-pedagogic intervention served as a pleasurable, inclusive and aesthetic learning process, in which the group of children were able to process and share universal themes (such as the experience of being marginalised and bullied or exposed to other unfair treatment) and develop their own dramatic play competences, and then transfer these competences to their own dramatic play communities. Moreover, the study shows that the focus children were able to transfer dramatic play competences, roles and narratives learned in the drama activities to their own dramatic play. According to the author, as a result, at the end of the study, the focus children were more likely to participate as equal players in the drama activities and in the children's own play communities.

Finally, the author identifies several problems with regard to the drama-pedagogic intervention. For example, the children only had limited opportunity to experiment with the role as the director, and that working in groups did not always allow all the children to be equally active in the construction of their own narratives.

The purpose of this study is to examine whether a drama-pedagogic intervention can serve as an aesthetic learning process, as a tool for strengthening children's dramatic play-competences, and as a tool for developing children's own play communities in an inclusive direction.

Sørensen, M. (2015). Drama, æstetisk læring og udvikling af dramatisk legekompetence i børnehaven. Ph.d.-afhandling. Aarhus Universitet, Institut for Uddannelse og Pædagogik.