Center Stage Youth Theatre

Posts Tagged ‘Bruner’

Drama – narrative pedagogy and socially challenged children: and article  by Melanie Peter

Link – http://libcore.csd.sc.edu:50080/ebsco-web/ehost/pdfviewer/pdfviewer?sid=b77f6ecd-f352-417c-a66c-9311243b17a9%40sessionmgr13&vid=2&hid=111

This article explores the uses of drama toward helping children with social challenges learn to think in terms of narrative conversations.  The theory is that teaching them to use this  skill will enhance their abilities for developing holistic, creative thinking and conversation rather than the analytical sequential mode of thinking that many of these children often use for communication and interpreting the world around them.

Much of the research and anecdotes center on work with children on the autism spectrum.
It is noted that ability to engage in narrative conversation requires”sensitivity to patterning, sequencing and the “framing” of experience(Bruner and Feldman, 1993) and that babies in all cultures are taught this through give and take games such as peek-a-boo, etc.  Children with autism often do not master this skill in infancy and it appears that this is perhaps one of the causes for their failing to understand the sequence of social interaction.  The dilemma for researchers is to understand whether this is a cause or a consequence of autism, but the fact remains that lack of participation in this type of experience at an early age leads to an interference in the way very little ones with these deficits develop normal play and the subsequent narrative thinking and language.

The article provides additional information on the neurological differences found in children on the spectrum, as well as how these differences can effect the development of social language and communication.  I feel strongly that this article speaks to the concerns of teachers of children who struggle in social situations whether they are considered “on the spectrum” or “typically abled,” and the information provided can have a very positive effect on the understanding and practice of all teachers and towards all students.