| Abstract [eng] |
The emotional, social and cognitive development of an eight- to nine-year-old child is particularly active. A primary school child faces many challenges in everyday life, which can be difficult to cope with, which is why drama therapy is a very necessary tool to help a child understand himself better. Drama therapy creates a safe space to reflect, to try on social roles by playing, to learn what to do with strong emotions and create connection with others. This is a place where the growth of children's socialization and personal identity is strengthened. The research involved: 14 students, psychologist, and two teachers. Number of sessions: 11 sessions in November-March, sessions lasted 1 hour. This study examines the social dynamics and emotional state of children during and after drama therapy sessions. The analysis includes children well-being at school, their psychological state and social aspects. After reviewing the methods of drama therapy and Its application to this target group, it was observed how drama therapy sessions affect the well-being of children and what experiences they have during the sessions. The sessions that were conducted at school were particularly effective because they took place in a safe and familiar space where the child spends a lot of time and experiences various important experiences thereby raising awareness. The important aspects of the sessions were creativity, self-expression, tolerance, learning to better understand emotions, reflecting on past events, confidence and trusting and others. During the sessions, clear rules and creative freedom made the children feel comfortable and encouraged their emotional and social growth. At the beginning of the research sessions, children were divided into two groups according to their character traits - active and calm, and later the groups became mixed so that active and calm children could build a relationship with each other and strengthen cooperation and empathy for each other. After the drama therapy sessions, positive results were observed: not only did the emotional well-being of the children improve, but also the sense of community and mutual respect strengthened. Interviews with teachers and psychologists revealed observations of better concentration, greater self-confidence and a stronger bond between the children in the class. Thus, drama therapy not only promotes the emotional and cognitive development of individual children, but also monitors the formation of positive group dynamics. |
