The impact of theatrical play on the social and cognitive development of preschool children: An educational intervention based on Aristophanes' Plutus

This study examines the impact of an educational theatrical play intervention, based on Aristophanes’ comedy Plutus, on the development of social and cognitive skills in preschool children. The research focuses on investigating the extent to which preschoolers’ participation in structured theatrical activities within real educational settings can enhance cooperation, communication, rule adherence, as well as language development, creativity, and problem-solving skills. A qualitative methodological approach is adopted, relying on participatory observation, field journals, and semi-structured interviews adapted to the children’s developmental abilities. The sample consists of 20 preschool children attending a kindergarten in a semi-urban area, including children from multicultural backgrounds and those with special learning needs. The findings indicate the positive contribution of theatrical play in fostering socio-emotional skills and cognitive development, while also highlighting the importance of implementing innovative pedagogical practices in preschool education. The study contributes to the discussion on integrating the arts into the educational curriculum, providing empirical data and pedagogical recommendations for promoting creative learning and inclusive education.