Implementing Parent-Child Drama and Rhythmic Play for Early Childhood Development: An Applied Study of Home-Kindergarten Collaborative Models

Authors

  • Jingru Wang Zhanjiang Preschool Education College, China

Keywords:

Parent-child interaction, Dramatic play, Rhythmic movement, Embodied learning, Preschool education, Family engagement, Early childhood development

Abstract

Strong family-kindergarten partnerships are vital for young children’s growth but often face hurdles like limited parental involvement and cultural differences. This study examines how parent-child drama and rhythmic play activities, rooted in embodied learning theory (using movement to boost learning) and Saito Kimiko’s “Sakura Sakuranbo Rhythm” approach (focusing on movement and sensory skills), foster child development and family-school ties. Over a 5-month kindergarten semester, 35 children aged 4–5 years in a diverse urban kindergarten participated in weekly sessions. Through observations and teacher questionnaires, we found that most children (70–80%) improved in cognitive engagement, social-emotional behaviors, and motor skills. Parent-child bonds strengthened, with 80–85% of pairs showing better emotional connection and communication. Teachers reported stronger collaboration with families, with ratings rising from 3.4 to 4.4. Blending Japanese rhythmic play with Western dramatic activities, this low-cost model, needing only books and music, suits diverse preschool settings. Despite a small urban sample and short timeframe, the findings suggest a practical way to enhance early learning and family engagement. Future research should explore long-term effects and broader applications.

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Published

2025-07-17

How to Cite

Wang, J. (2025). Implementing Parent-Child Drama and Rhythmic Play for Early Childhood Development: An Applied Study of Home-Kindergarten Collaborative Models. Journal of Reproducible Research, 1(1), 45–58. Retrieved from https://journalrrsite.com/index.php/Myjrr/article/view/139

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