Early Childhood Event

Research shows that instructional strategies integrating drama enhanced communication and academic achievement in low-income kindergartners. Although recent studies link arts-integrated learning activities to literacy and language development, their direct effect on learning has been difficult to demonstrate scientifically. Statistical analyses indicated that compared to children in control schools, children in the experimental schools showed significantly greater improvement in grammar development and in quantitative and qualitative measures of writing during their kindergarten year. Further, these students showed increases in report card grades and standardized test scores in 2 subsequent years of schooling without further intervention. Students classified as having special needs showed an even greater benefit from the project over time. (Kruger, n.d.)