Evaluating the role of the teacher in the realization of creative drama activities through technology for the development of emotional intelligence of preschool children

Maira  Berlibayeva; Roza  Bekmagambetova; Gulbanu  Abitova; Adlet  Kariyev; Ulzharkyn  Abdigapbarova

doi:10.18488/61.v14i1.4769

Authors

Maira Berlibayeva Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, 13, Dostyk Avenue, Almaty, Kazakhstan. https://orcid.org/0000-0002-4464-8998
Roza Bekmagambetova Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, 13, Dostyk Avenue, Almaty, Kazakhstan. https://orcid.org/0000-0002-5422-6940
Gulbanu Abitova Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, 13, Dostyk Avenue, Almaty, Kazakhstan. https://orcid.org/0000-0001-5468-4696
Adlet Kariyev Korkyt Ata Kyzylorda University, Aiteke bi 29A, Kyzylorda, Kazakhstan. https://orcid.org/0000-0002-7789-9080
Ulzharkyn Abdigapbarova Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University, 13, Dostyk Avenue, Almaty, Kazakhstan. https://orcid.org/0000-0003-0406-8347

DOI:

https://doi.org/10.18488/61.v14i1.4769

Abstract

Engaging in drama activities to improve preschool children's emotional intelligence is crucial. A review of the literature regarding the teacher's role in utilizing technology for creative theater reveals a significant gap in research. This study aims to evaluate the teacher's role in implementing creative drama activities via technology to enhance the emotional intelligence of preschool children. This study employed a qualitative research method in its design. Preschool teachers participated in face-to-face interviews during the data collection phase of the research. The interviews were carried out individually in a calm environment suitable for the schools where the teachers are employed. The participant group in the research consisted of 50 teachers. Research data was collected using interviewing techniques. The study indicates that most preschool teachers regularly utilize role-playing games to enhance children's emotional intelligence, yet they rarely incorporate online creative drama exercises into their planning. Furthermore, a majority of preschool educators concurred that online creative theatre activities facilitated the development of emotional intelligence in children. The teacher has identified several benefits of online creative drama activities for the development of children's emotional intelligence, including the enhancement of empathy skills, self-awareness, social development, emotion regulation, social cohesion, technological proficiency, personal satisfaction, prevention of peer bullying, and observational skills.