The Role of Drama Therapy in Reducing Psychological Problems Among Kindergarten Children: Kindergarten Teachers' Perspective

Abstract

Abstract: This study aimed to investigate the role of drama therapy in reducing psychological problems among kindergarten children from the perspective of teachers in Jerusalem City. To achieve this objective, the researcher adopted a descriptive-analytical methodology, as it aligns with the nature of this investigation. The research population comprised all kindergarten teachers in Jerusalem City for the academic year 2025–2026, totaling (63) teachers according to published statistics. The research instrument (a questionnaire) was administered to a random sample consisting of (54) kindergarten teachers in Jerusalem City.

The findings of the study revealed that teachers are highly convinced of the profound role of drama therapy in mitigating psychological problems among kindergarten children, yielding an overall mean score of (4.38) for their evaluations. Furthermore, the results indicated that there were no statistically significant differences in the teachers' perspectives attributable to their academic qualifications or years of professional experience.

Based on these findings, the study offers the following recommendations:

• Organizing specialized training programs and workshops for kindergarten teachers to effectively utilize drama therapy techniques, thereby enhancing their competencies in identifying and managing children's psychological problems.


• Developing a comprehensive guidebook that includes practical models, dramatic exercises, and therapeutic applications to assist teachers in implementing these activities systematically within the kindergarten environment.


• Encouraging continuous evaluation of the outcomes of drama therapy by closely monitoring children's behavioral transformations and documenting improvements in their psychological and emotional well-being.