Benefits of the Edudram programme

The main aim of the Edudram programme is for children to have fun and learn through play.
The Edudram programme is presented to children as fun games that we play each week but it develops the child in many indirect ways thus helping him/her to gain new skills and refine pre-existing abilities.

By participating in a specialised dramatic programme children will benefit by establishing and expanding on just some of the following growth milestones…

  • Builds self-confidence

    A feeling of trust in one’s abilities, qualities and judgements.

  • Improves muscle tone

    Children with low tone may well battle to sit upright at a desk for any period of time, and may slouch over.They may also lack endurance for gross and fine motor activities and may struggle with games that require coordinated and controlled movements.

  • Gross and fine motor coordination

    The co ordination of big and small movements. Fine motor skills are required when writing and gross motor skills are required when playing sports etc.

  • Crossing of the midline

    The midline refers to an imaginary line drawn from the head to the feet that separates the left and the right halves of the body, crossing the midline helps with brain integration and allows the two hemispheres of the brain to “talk” to each other more readily. In order to be able to read and write comfortably the child should be able to cross their mid line with ease.

  • Increased vocabulary

    The body of words used in language.

  • The child gains a greater understanding of what is socially acceptable behaviour

    Learning what is expected behaviour and why said behaviour is expected. We work with negotiable rules and non-negotiable rules.
    Negotiable rules: If you don’t feel confident enough to attempt an exercise you are welcome to observe it first before you attempt it.
    Non-negotiable: We don’t hit, bite or tease class members.

  • Body awareness in space

    Body awareness in space is about understanding where our bodies are in space, and where and how we move. A child who lacks awareness of their body in space may be seen as being clumsy.

  • The child’s emotional Intelligence evolves

    Emotional intelligence (EI) is a term used to describe the ability of an individual to recognize their own and other people’s emotions, to discriminate between different feelings and label them appropriately, and to use emotional information to guide thinking and behaviour.

  • The development of leadership skills

    We develop leadership skills without the children realising that we are doing it. We play several games where the children take turns leading the class.
    Some of the games that help develop this skill are: “Follow my leader”, “Duck, duck, goose” and “Woolfie, woolfie, what’s the time?”

  • Respect for others

    Our classes are vertically grouped meaning we have children from different ages in the same class. The lessons are written with basic concepts that can be extended depending on the ability of each class. Vertical grouping allows children to see that there are members of the class who are still learning and other members who know more than them. This in conjunction with our negotiable and non-negotiable rules help to build respect for others.

  • Team participation

    Children learn turn taking during class by having to wait there turn to speak. Many games cannot be completed unless the whole class participates such as the game twisting and untwisting a circle.

  • Auditory memory

    Auditory memory is the ability to process information presented orally, analyse it mentally, and store it to be recalled later. Those with a strong capacity for this type of memory are called auditory learners. The ability to learn from oral instructions and explanations is a fundamental skill required throughout life.