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2015 | 8 | 75-88
Article title

Drama and the Kolb Cycle: a Solution for the Inclusiveness of Children with Special Educational Needs in the Preschool and Elementary School Education Spectrum. Research Report

Content
Title variants
Languages of publication
EN
Abstracts
The article deals with the application of drama, a solution for inclusiveness in teaching children with special educational needs in the preschool and elementary school education spectrum, with the use of the Kolb cycle in the construction of classes. It presents the main principles of a training which was provided to a group of 78 students of pre-school and early school education, including forty-two professionally active teachers. Subsequently, in order to diagnose the application in practice of the acquired skills, a questionnaire of the author’s own design was used in a survey con- ducted one month and one year after the training. The results revealed that, according to the assumptions, professionally active teachers generally use drama in pre-schools and at school; what is more, the Kolb cycle is used creatively in combination with other educational and preventive techniques.
Year
Issue
8
Pages
75-88
Physical description
Contributors
References
  • Aichinger A. and Holl W., (1999), Psychodrama – terapia grupowa dzieci, Kielce: JEDNOŚĆ, [Psychodrama – Group Therapy for Children].
  • Kolb D., (1984). Experiential Learning Experience as the Source of Learning and Development, Prientice. New Jersey: Hall, Englewood Cliffs. Lewicka- Zelent A., Korona K., Lesiuk M., (2013), Psychospołeczne funkcjonowanie uczestników programu resocjalizacyjnego „Uwolnij swoje emocje. Uwolnij siebie”. Lublin: EPISTEME, [Psychosocial Functioning of the Participants in the Rehabilitation Program ‘Free emotions. Free yourself’].
  • Manowska A., (2005), Świat wartości i norm etycznych młodzieży w Polsce i we Francji w kontekście zmian historycznych tych krajów, [in:] W. Furmanek (ed.), Wartości w pedagogice (p. 143–151), Rzeszow –Warszawa: Wydawnictwo Uniwersytetu Rzeszowskiego, [Universals Values and Ethical Standards of Young People in Poland and France in the Context of Historical Changes in These Countries].
  • McCaslin N., (2006), Creative Drama in the Classroom and Beyond, New York University.
  • Pankowska K., (2013), Drama. Konteksty teoretyczne, Warszawa: Wyd. Uniwersytetu Warszawskiego, [Drama. Theoretical Contexts].
  • Szymik E., (2013), Drama jako metoda wspierania rozwoju ucznia, [in:] A. Majkowska and M. Łapota (red.), Edukacja – tradycja i współczesność. Księga Jubileuszowa dedykowana profesorowi Kazimierzowi Rędzińskiemu, (p. 655–656), Częstochowa: Wyd. im. S. Podobińskiego Akademii im. Jana Długosza w Częstochowie, [Drama as a Method of Supporting Pupil Development].
  • Way B., (1995), Drama w wychowaniu dzieci i młodzieży, Warszawa: WSiP, [Drama in the Education of Children and Youth].
  • Winston J. and Tandy M., (2009), Beginning Drama 4–11, London & New York: Routledge.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-b759a6f8-65f2-4743-ad29-b16e3e4fa564
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