Reconfiguring Young Children's Learning Identities and Abilities Through Early Years Educators at Play (EYEPlay) Drama Practices

• In Event: 16.056 - Roundtable Session 4
  In Roundtable Session: 16.056-8 - Examining Early Childhood Partnerships and Identities

Abstract

The study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) program transform early childhood education teachers’ reconfiguration of children’s learning identities and abilities and constitutes inclusive learning environments for all children regardless of their differences. The EYEPlay PD model aims to integrate drama strategies into literacy practices within real-classroom contexts. Cultural-historical activity theory was used in order to understand how EYEPlay PD practices mediate teachers’ conceptualization of children’s learning identities and abilities. The data was collected through semi-structured focus group interviews and analyzed via content analysis and interpretive methods. The study findings show that the EYEPlay PD activities constitute inclusive learning environments for diverse groups of children and the teachers reconfigured children’s learning identities and abilities.

Authors

• Sultan Kilinc, Arizona State University

• Michael F. Kelley, Arizona State University - West

• Jenny Millinger, Childsplay Theatre Company

• Korbi Adams, Childsplay Theatre Company