Frontiers in psychology · 2026
The effects of creative drama activities on preschoolers' peer relationships and humor skills and the predictive role of humor.
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Bal Özlem
Аннотация
INTRODUCTION: Peer relationships and humor skills may be important for the social-emotional skills of preschool-aged children. Creative drama activities offer opportunities for role-playing, social interaction, and self-expression through imagination, which can support the development of these skills. However, studies examining peer relationships and humor skills together within a creative drama framework remain limited. This study aimed to investigate the effects of creative drama activities on preschool children's peer relationships and humor skills and to examine the predictive role of humor skills on peer relationships.
METHODS: A mixed-methods design was employed. The study group consisted of 17 children in the experimental group and 21 children in the control group. Children in the experimental group participated in 16 creative drama sessions conducted over an eight-week period. Quantitative data were collected using the Preschool Peer Relationships Scale and the Humor Scale, while qualitative data were obtained through parent interviews, teacher interviews, and field notes.
RESULTS: The research findings revealed that children in the experimental group showed greater improvements in humor skills and social interaction a subdimension of peer relationships compared to those in the control group. These improvements were largely maintained during the follow-up phase. Significant positive correlations were found between humor skills and the social interaction dimension of peer relationships. Qualitative findings supported the quantitative results by indicating improvements in some social skills, and use of humor.
DISCUSSION: Overall, the findings suggest that creative drama activities may be an effective approach for supporting preschool children's social interaction and humor skills. The study also highlights the potential role of humor skills in fostering positive peer interactions during early childhood.
METHODS: A mixed-methods design was employed. The study group consisted of 17 children in the experimental group and 21 children in the control group. Children in the experimental group participated in 16 creative drama sessions conducted over an eight-week period. Quantitative data were collected using the Preschool Peer Relationships Scale and the Humor Scale, while qualitative data were obtained through parent interviews, teacher interviews, and field notes.
RESULTS: The research findings revealed that children in the experimental group showed greater improvements in humor skills and social interaction a subdimension of peer relationships compared to those in the control group. These improvements were largely maintained during the follow-up phase. Significant positive correlations were found between humor skills and the social interaction dimension of peer relationships. Qualitative findings supported the quantitative results by indicating improvements in some social skills, and use of humor.
DISCUSSION: Overall, the findings suggest that creative drama activities may be an effective approach for supporting preschool children's social interaction and humor skills. The study also highlights the potential role of humor skills in fostering positive peer interactions during early childhood.