This thesis focuses on how systematic motivation in the first grade of primary school can generate a new story and how drama, intentionally introduced into classrooms, can affect children’s game in their free time. It also deals with disciplinary issues and studies how drama can gradually change the classroom social climate. Puppets and simple theatre workshops have helped pupils with self-expression and interpersonal communication in their activities and play.
The theoretical part of this study investigates disciplinary issues and modern approaches to solving them. It also presents the importance of children's games, the advantages of drama, symbolic play as well as creativity for the child’s development.
The empirical part of this study shows classroom climate, progressive steps in a theatrical creation and final results.
Through intentional study of drama pupils made progress in the development of imagination and positive self-image. Many pupils were more self-confident, and showed progress in social skill and language development. There was more creative integration and better interpersonal relations. The children also played more spontaneously. The changes in classroom dynamics were noticeable at the end of the school year.
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