b'An Analysis of the Potential Benefits for Social and In terms of self-trust and assurance, TiE programmes and classes can inspire a Communication Skills in Children and Young People release of inhibitions. Adolescents and children are the exact demographic where anxiety can affect their development, and so a safe space such as a theatresession allows for self-exploration, leading to the development of self-trust,Elizabeth James identity and self-concept (Goldstein, 2024: 75-77). For external confidence and empathy, involvement in the theatre can create a sense of community for young In her dissertation, Elizabeth James dives into the legitimacy of theatre andpeople. This sense of community can even alleviate competitive pressure between drama classes as an educational form. peers (Droz-Kreutinger, 2018: 12-13). A sense of playthat represents a crucial What drives you? step in the development of cognitive, socioemotional and communicative skills I am an aspiring teacher, have teacher parents, and feel that I have benefittedin all children (Ioannou, et al., 2020: 2)is woven throughout drama curricula, so much from being put into theatre classes from an early age; I am incrediblyand evidence suggests that this mindset is vital to child development, with 48% of interested in education and the different ways that children can be taught topre-school time being playtime (Goldstein, 2024: 74-75; Thompson and Goldstein, help them succeed. I believe as a teacher it is vital to find ways of teaching2022). The principles behind TiE can therefore be argued to have been to create that work for all students and build a safe community for all the children,an alternative pedagogy built on the principles of play and collaborative learning whether that be in the classroom or an extracurricular drama class. (Nicholson, 2009: 14).I am deeply interested in the sense of community that being in the theatreDue to theatres ability to naturally target impairments in social skills (Kim, et al., and studying drama can bring, and that interest is something I have really2015: 29), it has also been suggested to be an effective method for fostering the tried to embody this year as Drama Society President, as well as being some- development of socio-cognitive skills amongst children and young people withthing to take forward into my future career in education. Autism Spectrum Disorder (ASD). Children diagnosed with ASD are known tostruggle more than a neurotypical child with social skills, interactions, andsituations, and because of the tendency for solitary play observed in children with In 2004, Philip Pullman stated that children need to go to the theatre as much asASD, the inclusion of a sense of play in the group setting of a drama game orthey need to run about in the fresh air (Reason, 2010: x). activity can open up a childs perception of it. Research also suggests thatengagement with the arts leads to better academic performance in children; in Theatre In Education (TiE) represents the combination of theatre and pedagogy,2003 the National Foundation for Education Research found that primary school with its richness being its potential ability to achieve both the objectives of headteachers felt the arts could lead to further motivation, attendance, betterdeepening educational understanding, as well as improving drama skills and behaviour and self-esteem, and they saw the practices as central to raisingcultural knowledge (Bolton, 1993: 39). The basis of TiE is concerned with standards in school (Reason, 2010: 8-10).extending and enriching a childs enjoyment and experience of life, as stated by TiEHowever, when theatre is created for children, educational value must bepioneer Roger Chapman (OToole, 1976: 85-6). By its original mainstream assessed at a similar level to aesthetics. Yet this proves to be a divisive concept definition, the primary focus of TiE programmes is always strictly educational for many TiE and Applied Theatre practitioners, theorists and drama teachers. (Reason, 2010: 5), and applies plays and theatre to the process of education Within my own mind, I have dubbed this discourse aesthetic vs authenticity, as (Nicholson, 2009), representing the creation of a safe space for children and I feel this encapsulates how the heart of the discussion is built on the question: adolescents to engage with a sense of play that inspires positive risk-taking crucialwhen a programme or performance focuses on educating a child or young person, to the development of social skills such as confidence and self-assurance whether that be on a social or cultural issue, certain developmental skill or part of (Goldstein, 2024: 74-77). a standardised curriculum such as a Shakespeare play, does that take away from Of the hypothetical emotional, social and communication skills that can developits standing as an artform?as a result of involvement in theatre, the ideas of trust, confidence, self-assurance,This debate is fundamental to evaluating whether any value or benefits can be empathy and morality come through as the most significant areas where found within theatre for the development of children and young people because it development can be supported. raises the question of what area of their self needs to be developed: theircommunication and social skills, or cultural understanding of the world.22 23'