Adapting EYEplay’s approaches for preschoolers

The challenge

Effective preschool learning experiences are critical for successful language acquisition and subsequent achievement. The need is particularly pronounced for children with high communication needs experiencing significant expressive and receptive language delays requiring Individualized Education Programs. Identifying, developing and testing promising evidence-based interventions is critical to supporting the academic success of this population of children. Arizona State University’s Mary Lou Fulton Teachers College, Childsplay Theatre Co., and the Phoenix Elementary School District have long collaborated on projects such as EYEPlay, which was developed by Childsplay Theatre Co. and employs drama techniques in preschool classrooms to improve standards-based early learning outcomes. However, despite promising results, EYEPlay was not specifically crafted for students with high communication needs. Focus groups and interviews with teachers indicate that EYEPlay should be adapted for these students.

The approach

Development and Testing of EYEPlay Inclusion: An Innovative Approach to Providing Professional Development in Drama-Based Instruction to Teachers and Caregivers of High Communication Needs Children is led by  Scott C. Marley, associate professor at the Mary Lou Fulton Teachers College (MLFTC), with the collaboration of MLFTC co-principal investigators Katherine A. Bernstein, associate professor; Erin Rotheram-Fuller, associate professor; Lauren van Huisstede, assistant research professor; and Michael F. Kelley, associate professor. In addition, M. Adelaida Restrepo, professor and chair at the University of South Florida, and Melissa Pierce-Rivera, assistant professor at Midwestern University, are key project collaborators. 

This project is a collaboration with Childsplay, which developed EYEPlay, which is Early Years Educators at Play, and employs drama in preschool classrooms to improve early learning outcomes by building foundational skills. The approach incorporates drama-based instruction techniques such as pantomime, character development and group storybuilding. While EYEPlay teachers report improved engagement among students with high communication needs in their classrooms, EYEPlay was not specifically crafted for this population. Focus groups and interviews with teachers indicate an adaptation of EYEPlay would benefit high communication needs students. 

EYEPlay Inclusion will extend EYEPlay’s approaches by identifying strategies specific to high communication needs students, exploring methods for transferring these drama-based strategies to classroom teachers through a new teacher professional development framework, and bringing these strategies into homes for caregivers to use during shared book reading. 

The project aims to:

• Provide the high-quality teacher professional development critical for fostering social and emotional learning and strengthening preschool student skills and behavior.
• Support educational settings conducive to trusting relationships between students from underserved communities, educators and families.
• Engage students, educators and caregivers at home from diverse backgrounds to improve both classroom and home learning experiences among children with high communication needs.
• Develop at-home, shared book reading strategies aimed at improving language development among preschoolers experiencing communication challenges.
• Provide at-home activities to help families and teachers bond through shared strategies involving language activities.

This project pairs classroom teachers with professionals in creative drama and early childhood development to create drama-based instructional story times. During these story times, students “become” story characters who enact key plot points and experience character emotions, resulting in improved critical thinking, problem solving and socioemotional skills. The benefits of drama-based storytime are extended into the home literacy environment by creating and new, drama-based literacy activities for caregivers to engage in with their children during one-on-one, shared reading time. With the introduction of play into drama-based instructional reading, children find reading  more enjoyable, increasing the likelihood that caregivers will read with their children at home.

Findings and impact

The project builds on recent projects and studies developed through MLFTC that focus on using drama and theater as part of literacy approaches, such as:

• EYEPlay ADAPT: Expanding A University-Theater School District Partnership to Support Early Literacy for Preschoolers with Diverse Abilities through Drama (Spencer Foundation). 
• Supporting Early Language Development of Preschool Children with Drama Integration (US Department of Education).
• Early Years Educators at Play (EYEPlay) Dual Language Learning Program (Helios Education Foundation).