Theatre with Children: Harnessing Creative Thinking and Meaningful Reflection

This article examines theatre as a tool to foster children’s creative thinking and engaging in meaningful reflection. Emphasising the term “theatre with children,” this paper identifies the children involved in theatrical projects as “active participants” who are able to express their thoughts, feelings, and reason through interactive theatrical activities. This article is based on two previous research projects focusing on theatre as a performative medium to explore children’s creativity in communicating their ideas and opinions, understanding and reflecting meaningfully on the issues that impact them. The pertinent question is, “How does theatre facilitate the development of creative thinking and self-reflection in children?” Building on Vygotsky’s Social Learning Theory, which highlights the importance of cognitive processes, motor skills, and socio-cultural interactions, this research aims to shed light on the role of theatre as a dynamic medium through which children can enhance their learning abilities. Specifically, the study focuses on the development of (1) cognitive capabilities through knowledge acquisition and understanding, (2) motor skills via observation and imitation, and (3) socio-cultural competencies through reflective thinking and reasoning. These projects utilised qualitative research methods to assess children’s creative thinking and reflective abilities. Data collection techniques included observation, group interviews, theatre and art-based activities, notes from facilitators, and entries from children’s journals. Despite the challenges associated with the aforementioned methods which will also be discussed in this article, the research revealed compelling findings: (1) children displayed a keen interest in theatre activities, showing a readiness to discover and learn; (2) the exploration of theatre activities with children fostered heightened motivation to improve their task performance; and (3) theatre culminates best practices while engaging with children, offering a “safe space” for them to exercise their rights, and acknowledged as active participants with a voice. This research not only answers the initial query regarding the impact of theatre on children’s creative and reflective capacities but also underscores the symbiotic relationship between educational theory and the practical application of theatre as a transformative tool for learning and development.