Theater Arts Learning in Perspective of Child Development Psychology

DOI

10.2991/978-2-38476-152-4_9How to use a DOI?

Keywords

Learning; Theatre; Psychology; Child

Abstract

This study aims to describe the psychology of child development in theater learning by using Lev Vygotsky’s constructivist learning theory. The research method used is qualitative descriptive with data collection techniques through literature studies. The study results show that in theater learning phase C, it is essential to understand the psychological nature of child development, where at the vulnerable age of phase C, children are still very much connected to the world of play. In this context, educators in theater learning need to utilize Vygotsky’s constructivist approach, which emphasizes the role of social interaction, language, play, and imaginative activity. In engaging children in theatre learning, educators can create an environment that facilitates creative exploration, collaboration, and the development of children’s cognitive and social abilities. The results of this study provide valuable insights in designing theatre learning strategies that are appropriate to the stages of child development in Vygotsky’s constructivist perspective.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Syina Dalila
AU  - Warih Handayaningrum
PY  - 2023
DA  - 2023/12/19
TI  - Theater Arts Learning in Perspective of Child Development Psychology
BT  - Proceedings of the International Joint Conference on Arts and Humanities 2023 (IJCAH 2023)
PB  - Atlantis Press
SP  - 93
EP  - 103
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-152-4_9
DO  - 10.2991/978-2-38476-152-4_9
ID  - Dalila2023
ER  -