A Scoping Review on the Use and Potential of School-Based Drama Therapy to Enhance Socio-emotional Skills in Early Childhood
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-023-01471-1.pdf
Reference57 articles.
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2. Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
3. Armstrong, C. R., Frydman, J. S., & Wood, S. (2019). Prominent themes in drama therapy effectiveness research. Drama Therapy Review, 5(2), 173–216. https://doi.org/10.1386/dtr_00002_1
4. Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 39(6), 397–405. https://doi.org/10.1007/s10643-011-0481-x
5. Bassingthwaighte, L. (2017). Taking dramatherapy into the outside space: The benefits and obstacles when working with children with SEMH Issues. Dramatherapy, 38(1), 16–31. https://doi.org/10.1080/02630672.2017.1291846
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