The purpose of the study was to monitor the experiences of children in a theater group. I observed their well-being and social-emotional skills. These include self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. In addition, the aim was to determine which actions children perceive as important for the development of these skills. The theoretical part defines social-emotional skills and their development, the importance of community for individual development, with a special emphasis on the role of the leader, and the connection between theater and social-emotional skills. The research was conducted using a qualitative approach with elements of a quantitative approach. The participants in the research were children in a theater group, aged 9-14. Data were collected before and after the theater process through semi-structured individual interviews, a semi-structured focus group interview, observation, and the RSES questionnaire. The findings indicate the development of social-emotional skills in most participants. The greatest progress was observed in the area of relationship skills, followed by self-awareness and self-regulation. The children attributed great importance to active participation, creativity, and socializing with peers for their well-being and the development of social-emotional skills. An important role was also attributed to the group leader. The findings of this study show that a theater group can be a safe and supportive environment for the development of social-emotional skills.
|
