The Current Situation, Problems And Countermeasures Of Kindergarten Drama Activities

At present, there are more practice and research on children’s drama education.However, it is obvious that there are deficiencies in theoretical research andimplementation method about kindergarten drama activities. Through the internship inkindergarten, by associating the current situation and problems of drama activityimplementation at several kindergartens in Jinan, using observational method,interviewing method, case analysis method, etc, to analyze and summarize, theresearcher proposes some countermeasures and advice of solving the problems inkindergarten drama activities.There are three main parts in this thesis.Part one: the theoretical overview and value of kindergarten drama activities.Initially, the researcher carries out concept definitions for kindergarten drama,kindergarten drama education and kindergarten drama activities. The researcher findsthat the four major kinds of organization forms of kindergarten drama activities atprovincial first-class are reporting performance, stage performance, performance as ateaching method and thematic performance. Secondly, base on the four major formsand combining with practice research, the researcher summarizes the sixcharacteristics of kindergarten drama activities. First, game-play with rich happiness.Second, conflict between simplification and interest. Third, diversity of organizationforms. Fourth, conformity of scientific fields. Fifth, interactivity of participators. Sixth,content of living. Moreover, the researcher discussed values of developingkindergarten drama activities from six aspects which are developments of children’sphysiology, cognition, socialization of children, aesthetics ability, good emotion andalso the development of teachers’ professional competence.Part two, the researcher analyzes the current situation and problems of developing kindergarten drama activities.Below is the current situation of drama activities in kindergarten. First, thereporting performance plays a dominant role while the stage performance is onlynominal and the thematic performance develops slowly. Then, there are problems ofsmall implementation scope and unbalanced regional development. From theperspective of region, the organization and development in big cities is much maturerthan that in the middle and small cities. Both economic development level andeducation resource allocation in the eastern region are better than that in the westernregion. Finally, the main participants of drama activities are teachers and somechildren specialized in performance while few parents take part in it and the guidancefrom professionals is little.Through researching the current situation and participating in specifickindergarten drama activities, the researcher finds and summarizes the main problemsof drama activities in kindergarten including the single organization form and strongutilitarianism, paying much attention to the performers while ignoring the audience,caring the results much more than the experience, lots of regional activities but littleguidance from the teachers, low professional quality and lagging evaluation reflection.The reasons of having such problems are as below:First, the traditional adult-basis drama education has never disappeared, so theteachers play a leading role in the process of guidance, but the children are just actorswithout more right to speak.Second, the traditional adult-basis drama education has never disappeared, so theteachers play a leading role in the process of guidance, but the children are just actorswithout more right to speak.Third, the preschool education major in college lacks drama courses and thekindergarten teachers do not have enough professional drama training. Fourth, being influenced by foreign drama education experience, the teacherswill unavoidably lose direction, ignoring or even abandoning the drama creation, butonly drawing lessons from foreign works.Part three: reflections and suggestions on countermeasures of kindergarten dramaactivities.First, people should set up a correct concept of children’s drama education andencourage kindergartens to hold drama activities. During the process of acceptingdrama education, children may enjoy happiness brought by drama activities andexperience emotions implied in them,Second, the organization form of drama activities in kindergarten should beenriched while the utilitarian purpose should be weakened. The researcher suggestsmultiple arrangement of drama activities based on kindergartens’ practical situation.Third, the kindergarten should pay attention to all children’s participation andenhance children’s experience of participating in drama activities. The inclusivenessand conformity of drama activities make total involvement possible. Both theparticipants and audience are equal important.Fourth, the teachers should adhere to children-oriented principle and play aguiding role. The kindergarten drama activities should be process-oriented and aimingat children’s development. People should encourage children to participate in dramaactivities and change the situation of teacher-centered.Fifth, the teachers should strengthen their professional accomplishment and payattention to the reflection and evaluation of children’s drama activities. University isthe beginning. Students majoring at pre-school education should have kindergartendrama activity courses to develop the drama accomplishment of front-line teachersand strengthen the equal position in evaluation and reflection of kindergarten dramaactivities. Sixth, people should make full use of the family and social resources and parentshave to participate in it. The drama activity should be the carrier of promoting thejoint children education from family, community and kindergarten. The kindergartensand teachers should encourage parents to participate in drama activities by usingdiversified forms.