Social-Emotional Development of Children with Autism: The Contribution of Dramatic Play

Abstract

This paper examines the contribution of drama play to the socio-emotional development of children with autism spectrum disorder (ASD). Drama play is recognised as a pedagogical method that promotes creativity, imagination and communication, while enhancing social interaction and emotional expression. Historically, drama has a long tradition in education, supported by theories such as Vygotsky's sociocultural theory and Dewey's experiential learning theory, which emphasise experiential learning and collaboration. Research demonstrates that drama play has significant benefits for children with autism, particularly in improving social communication, emotional understanding and cooperation. Through techniques such as improvisation and imitation, children develop the ability to express emotions and interact with their peers in a safe environment. These activities build self-confidence while helping children to understand social cues and develop empathy. Despite its benefits, the implementation of drama presents challenges, such as the lack of qualified teachers and the difficulty of adapting to the specific needs of each child with autism. However, successful examples of interventions, such as the SENSE Theatre Program and the Social Competence Intervention Program, have shown that with appropriate adaptations, drama play can be a powerful tool to enhance social inclusion and emotional development. Overall, the research highlights the need for further investigation to improve and expand the use of drama in the education of children with ASD.