DRAMA PEDAGOGY FOR FOUNDATIONAL LEARNING IN THE MOTHER TONGUE: A NEP 2020 PERSPECTIVE

Abstract

This study delves into the effectiveness of utilizing drama as a novel pedagog- ical approach to enrich the teaching-learning dynamics in the mother tongue, specifically within the foundational stage, aligning with the objectives and prin- ciples outlined in the National Education Policy (NEP) of 2020 in India. By integrating drama into educational practices, educators can orchestrate immer- sive and participatory learning environments that cater to a spectrum of learning modalities and facilitate comprehensive development. In accordance with edu- cational policy, instructing and assimilating knowledge in the mother tongue facilitates a smoother learning process for children by mitigating language bar- riers. Conversely, the incorporation of drama further amplifies the enjoyment of this process, exerting a holistic influence on children aged 3-8 years as per the Early Childhood Care and Education (ECCE) standards. The utilization of drama as a pedagogical tool holds significant promise in enhancing educational outcomes, particularly in early childhood education. Its interactive nature not only stimulates cognitive faculties but also nurtures emotional intelligence and social skills, contributing to a well-rounded educational experience. Furthermore, drama fosters creativity, critical thinking, and problem-solving abilities among learners, aligning with the overarching objectives of the NEP 2020 to cultivate a versatile and empowered generation capable of navigating the complexities of the modern world. Thus, integrating drama into educational frameworks presents an innovative avenue for optimizing the teaching-learning process and fostering holistic development in young learners. This article is a conceptual and the- oretical analysis based on secondary sources, policy documents, and scholarly research in drama education and early childhood pedagogy. It adopts an inter- pretative approach to explore how drama, when integrated into mother-tongue education, aligns with the pedagogical vision of NEP 2020. The discussion syn- thesizes insights from constructivist and socio-cultural learning frameworks to highlight best practices and implications for foundational education.