ABSTRACT
This chapter connects with the main theme of this book through an introduction of findings of recent drama research, that shows how play-based drama can be a tool for inclusion in kindergarten. Firstly, the chapter outlines a theoretical argumentation for the importance of using drama as an integrated part of kindergarten and early childhood education inspired by Vygotsky’s sociocultural learning approach. As a part of this theoretical framework, the chapter describes a new interpretation of Vygotsky’s Zone of Proximal Development. Secondly, the chapter introduces and discusses some of the results of a drama action research project that took place in two kindergartens with the purpose of including otherwise excluded children in the children’s own play communities. Lastly, the chapter introduces a play-based drama model and gives a practical example of how to use this model retrieved from the drama action research project.
