The program adopted largely the use of educational drama (story-telling and fun play) – using drama and storytelling for learning, challenging and thinking about life – about enabling students to understand different viewpoints or perspectives by exploring issues, questions or ideas through dramatic forms or devices. The idea was premised on the belief that education was to be by practice, by doing, rather than by instruction.

Drama and Storytelling assist the learning process by enabling students to engage actively with their subject matter. Storytelling instils good listening habits and develops concentration and a longer attraction span. Storytelling ignites the imagination. The excitement of storytelling can instill in children a sense of wonder about life and learning. It’s easy to make the connections. Kids are much more motivated to learn when they think of it as fun and exciting.

Children taking part in the storytelling and drama will be applying their existing knowledge to the situation (checking on their existing understanding of what they know about values), acquiring new knowledge and theories from the action of others, and developing new thoughts and responses in ways which would never arise from listening to an account. There is much evidence to support the hypothesis that all these things will also be retained more efficiently in the long-term memory because of the interactive nature of the learning process.

The following are some of our approach used:

• Attitudinal development – Besides games and fun-filled activities, we will adopt the “shaping” strategies to encourage effort and participation. Example of a token economies strategy: “stars” will be awarded for good effort or good work performance; the “stars” will be accumulated for exchange of presents.
• Learning is fun – Games, quiz and interesting fun-filled activities will be used to reinforce learning objectives.
• Teacher as facilitator – the important role of the facilitator is; as mediator, mentor and success partner – get learners to be interested in the subject and develop the desire, habits, confidence and attitudes; and as an elaborator – elaborates on the principles and concepts taught.
• Worksheets and teaching materials – are used to support classroom’s interaction and the facilitator’s role in the classroom.

Educational elements

• Child-centered

The subject-matter and form of the program center on the child’s needs, abilities and potential, and are carefully geared on the children’s intellectual level and experience.

• Use of play

The program uses the child’s natural enjoyment of joy, that will bring refreshment, vitality and are useful in improving students’ ability to communicate through speech and writing and in nonverbal ways as well. They are the energy sources, helping students develop skills in concentration, problem solving and group interaction