At the end of the intervention, collaboration was easier, students developed their critical thinking and empathy skills, and they bonded more as a group.
📌 3 Key Takeaways
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Objective & Hypothesis:This study examines the use of Drama in Education (DiE) techniques and activities of socio-emotional approach in improving peer relationships inside a class of refugee children learning Greek as a second language in a non-formal education context.
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Key Findings & Data:The study tries to connect literature on peer relationships with theory on Drama in Education and socio-emotional activities.
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Conclusion & Impact:At the end of the intervention, collaboration was easier, students developed their critical thinking and empathy skills, and they bonded more as a group.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Drama in Education · Social-emotional support · Peer relationships
Özet
This study examines the use of Drama in Education (DiE) techniques and activities of socio-emotional approach in improving peer relationships inside a class of refugee children learning Greek as a second language in a non-formal education context. The study tries to connect literature on peer relationships with theory on Drama in Education and socio-emotional activities. The action research included a three- circle educational intervention aiming at group bonding, conflict management and encouragement of empathy/acceptance/self-awareness. At the end of the intervention, collaboration was easier, students developed their critical thinking and empathy skills, and they bonded more as a group.
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