DRAMA AND THEATRE PRACTICE AS A CATALYST FOR CHILDREN’S DEVELOPMENT: A CASE STUDY OF UNIVERSITY DEMONSTRATION SECONDARY SCHOOL

ABSTRACT

Drama and theatre practices are increasingly recognized as powerful tools for fostering holistic development in children, enhancing cognitive, social, emotional, and creative capacities. This study investigates the role of drama and theatre in promoting children’s development, with a focus on students of University Demonstration Secondary School (U.D.S.S), University of Port Harcourt. A total of 238 respondents participated in the study, providing insights into their engagement with theatre activities and drama materials.

The research explored three core questions: the influence of drama materials on children’s ability to recall theatre experiences, the impact of drama practices on focus and attention, and the degree of awareness and eagerness to participate in theatre activities. Findings indicate that the use of drama materials significantly improves recall of theatre experiences, with 64.8% of respondents reporting a high level of retention. Additionally, 51.0% of participants reported that theatre engagement positively enhanced their focus and concentration. However, 51.3% indicated that certain drama materials did not fully motivate participation in all theatre activities. The study also found that exposure to drama and theatre practices fosters curiosity and willingness to explore new experiences, as reported by 39.5% of respondents, while 90.3% demonstrated awareness of the role of drama materials in theatre sessions.

These findings underscore the value of incorporating drama and theatre into school curricula as a means of nurturing creativity, social skills, and cognitive growth. The study recommends further investigation into factors that hinder participation and strategies to make theatre practices more inclusive and engaging. Overall, the research contributes to the understanding of arts-based pedagogical approaches in child development and provides practical implications for educators and policymakers seeking to enrich learning environments.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Drama and theatre are dynamic educational tools that engage children in imaginative and participatory learning experiences. Beyond entertainment, they serve as platforms for enhancing cognitive, social, emotional, and physical development. Theatre activities foster creativity, self-expression, collaboration, and problem-solving, providing children with opportunities to interact meaningfully with peers and adults.

Research indicates that drama plays a significant role in supporting children’s communication and socialization skills. During theatre sessions, students engage in verbal and non-verbal interactions, negotiate roles, and collaborate to enact scenarios, enhancing both linguistic and interpersonal competencies (Szecsi, 2012). Such engagements contribute to improved peer relationships, emotional intelligence, and confidence in social interactions.

The theoretical perspective of multiple intelligences underscores the educational value of drama. Gardner (2013) highlights that children’s theatre stimulates imagination, enabling young learners to process experiences creatively, reflect on personal and social contexts, and develop innovative problem-solving skills. Furthermore, theatre encourages children to articulate emotions, narrate experiences, and experiment with alternative perspectives, thus nurturing critical thinking and emotional maturity.

In addition to cognitive and social benefits, theatre practices cultivate attentional skills, memory retention, and curiosity. When children engage in structured drama activities, they demonstrate increased focus and responsiveness, while exposure to varied drama materials enhances their recall and understanding of theatrical concepts. These experiences are instrumental in promoting holistic development, equipping children with life skills that extend beyond the classroom environment.

Despite these benefits, participation in drama and theatre activities has declined in some educational settings, often due to technological distractions, shifts in curriculum priorities, or limited availability of resources. Understanding how theatre practices influence children’s development is therefore critical for designing interventions that reinvigorate interest and maximize educational outcomes. This study examines the influence of drama and theatre practices on children’s cognitive, social, and creative development at the University Demonstration Secondary School.

1.2 Statement of the Problem

Recent observations reveal a decline in children’s participation in drama and theatre activities, raising concerns about the potential impact on their holistic development. Factors such as the proliferation of digital entertainment, limited school resources, and reduced emphasis on arts-based education have contributed to diminishing engagement in theatre practices.

This research addresses these concerns by investigating how drama and theatre practices influence children’s development in cognitive, attentional, and creative domains. Specifically, the study explores whether drama materials enhance recall of theatre experiences, improve focus during activities, and increase awareness and eagerness to participate in theatrical exercises. Identifying these relationships is essential for designing effective interventions that promote meaningful participation and maximize developmental benefits.

1.3 Research Questions

The study seeks to answer the following questions:

1. How does the use of drama materials in theatre practices influence children’s ability to recall theatre experiences?

2. To what extent do drama and theatre activities affect children’s focus and attention during theatre sessions?

3. What is the level of awareness and eagerness among children to participate in theatre activities following exposure to drama materials?

1.4 Objectives of the Study

The main objective of this study is to investigate the effectiveness of drama and theatre practices as tools for children’s development. Specific objectives include:

1. To evaluate the relationship between the use of drama materials and children’s recall of theatre experiences.

2. To assess the impact of drama and theatre practices on children’s focus and concentration.

3. To examine children’s awareness of theatre activities and their willingness to participate as influenced by exposure to drama materials.

1.5 Significance of the Study

This research has several implications for educators, policymakers, and parents. First, it provides empirical evidence on the value of drama and theatre in supporting cognitive, social, and creative development among children. Second, it offers practical insights for designing arts-based curricula that foster engagement, attentiveness, and imaginative thinking. Third, the study highlights strategies to encourage greater participation in theatre activities, emphasizing the importance of resource provision, structured programs, and creative facilitation.

By integrating drama and theatre into educational frameworks, schools can nurture holistic development, improve student engagement, and cultivate essential life skills. Policymakers may also use the findings to prioritize arts education, ensuring children have equitable access to programs that promote creativity and intellectual growth.

1.6 Scope and Limitations

The study was conducted at the University Demonstration Secondary School (U.D.S.S), University of Port Harcourt, focusing on students engaged in theatre activities. Data were collected through surveys, interviews, and observations, targeting students within a defined age range. Limitations include potential time constraints, restricted access to participants, and variability in students’ willingness to share personal experiences. Despite these limitations, the research provides valuable insights into the developmental impact of drama and theatre practices in educational settings.