A Review of Drama-based and Music-based Pedagogy in Early Childhood Language Learning and Development

DOI

10.2991/assehr.k.220131.129How to use a DOI?

Keywords

Music activities; Drama activities; Early childhood; Language learning and development

Abstract

Past research on the issues and methods of drama-based and music-based activities on early childhood language learning has been investigated. However, related research on Chinese primary students remains unclear. The present study aims to analyse various teaching activities worldwide, including teaching aims, methods and results. Moreover, it will compare relative issues between a Chinese context and worldwide. Nine drama-based activities will be discussed, including five western students and four Chinese studies; Ten music-based activities will be explained, including eight western studies and two Chinese studies. The results show that drama-based activities in early childhood language learning were developed systematically with corresponding teaching methods such as “role-playing”, “script-writing”, and “text interpretation”. Music-based activities in early childhood language learning were analysed through teaching models among music teaching and language therapy, sensory simulations, materials and pedagogy. More studies need to look at music-based activities in early childhood language learning in both curriculum and teaching training in a Chinese context.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

Download article (PDF)

TY  - CONF
AU  - Ziyu Wu
PY  - 2022
DA  - 2022/02/01
TI  - A Review of Drama-based and Music-based Pedagogy in Early Childhood Language Learning and Development
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 702
EP  - 706
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.129
DO  - 10.2991/assehr.k.220131.129
ID  - Wu2022
ER  -