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      Developing Children’s Socio-Emotional Competencies Through Drama Pedagogy Training: An Experimental Study on Theory of Mind and Collaborative Behavior

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          Abstract

          Drama pedagogy training (DPT) is a drama-based-pedagogy focused on socio-emotional-learning (SEL) development, over academic or artistic. This study aims to see if DPT promotes theory of mind (ToM) and collaborative behavior in 126 French children aged 9-10 years old, randomly assigned to an experimental group (DPT), either a control group for 6 weeks. Post-tests showed large effects of training on ToM, F(1, 124) = 24.36, p < .001, η² =.16, and collaborative behavior, F(1, 124) = 29.8, p < .001, η² = .19. T-test showed significant differences on ToM (t = -4.94, p < .001) and collaborative behavior (t = -5.46, p < .001), higher for DPT. Effects of type of school and grade are discussed. Results confirm the hypotheses.

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          Most cited references44

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          Measuring individual differences in empathy: Evidence for a multidimensional approach.

          Mark Davis (1983)
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            The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.

            This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
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              Emotional Intelligence

              Imagination, Cognition and Personality, 9(3), 185-211
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                Author and article information

                Journal
                EJOP
                Eur J Psychol
                Europe's Journal of Psychology
                Eur. J. Psychol.
                PsychOpen
                1841-0413
                27 November 2020
                2020
                : 16
                : 4
                : 707-726
                Affiliations
                [a ]Laboratoire de Psychologie et d’Ergonomie Appliquées (LaPEA), Université de Paris , Paris, France
                [b ] Center for Research and Interdisciplinarity , Paris, France
                [c ]Social Skills, Imagination and Theatre Lab, Department of Psychology, George Mason University , Fairfax, VA, USA
                [d ]Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), Université de Rennes 2 , Rennes, France
                [5]University of Wroclaw, Wroclaw, Poland
                Author notes
                [* ]Centre de Recherches Interdisciplinaires - CRI Paris, Outreach and Pedagogy Department, 8 bis rue Charles V, 75004, Paris, France. mp.celume@ 123456cri-paris.org
                Article
                ejop.v16i4.2054
                10.5964/ejop.v16i4.2054
                7909491
                33680207
                946a94a2-0e59-4d09-831c-4eb54cfc4e46
                Copyright @ 2020

                This is an open-access article distributed under the terms of the Creative Commons Attribution (CC BY) 4.0 License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 15 July 2019
                : 15 December 2019
                Categories
                Research Reports

                Psychology
                socio-emotional competencies,theory of mind,collaborative behavior,drama pedagogy,children

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