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Children’s experiences of a drama programme in social and emotional learning

Authors

  • Katja Joronen PhD, RN (Senior Lecturer),

    1. Department of Nursing Science, University of Tampere, Tampere, Finland
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  • Annukka Häkämies PhD, RN (Senior Lecturer),

    1. Research and Development, PIRAMK University of Applied Sciences, Tampere, Finland
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  • Päivi Åstedt-Kurki PhD (Professor)

    1. Department of Nursing Science, University of Tampere, Tampere, Finland
    2. Department of Nursing Science, University of Tampere, Tampere and Science Center, Pirkanmaa Hospital District Science Center, Tampere, Finland
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Katja Joronen, Department of Nursing Science, University of Tampere, 33014 Tampere, Finland. E-mail: katja.joronen@uta.fi

Abstract

Scand J Caring Sci; 2011; 25; 671–678

Children’s experiences of a drama programme in social and emotional learning

The aim of the school-based drama programme was to enhance child social and emotional learning. The programme was implemented by class teachers or teacher–school nurse dyads among fourth and fifth graders (10–12 years old) during the school year 2007–2008. Teachers and school nurses received training before the implementation. One hundred and four students participated. The purpose of the pilot study was to explore student experiences concerning the programme and the learning experiences. After the program, questionnaires with structured and open-ended questions were completed by 90 students (response rate 87%). Additionally, four focus group interviews were conducted. The research data were analysed statistically and by using qualitative data analysis. The quantitative results indicate that most students liked the programme and were enthusiastic about it. According to the qualitative data, students described, e.g. enhanced social and emotional learning and increased understanding of diversity and consequences of bullying. Additionally, drama transformed prosocial behaviour.

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