Educators’ attitudes toward using theatre puppets in early childhood education and care

Abstract

Aim: To explore the attitudes of early childhood educators (n = 100) in Split-Dalmatia County (Southern Croatia) toward the relevance of theatre puppets in teaching and their self-assessment about the use of puppets in their own pedagogical practice.

Methods: Data were collected through the Early Childhood Educators ‘Attitudes toward the Use of Theatre Puppets in Teaching Questionnaire, using the snowball method [online]. Correlations were analyzed using Pearson’s correlation coefficient, whereas differences between subgroups were explored using the t-test. The factor structure was examined using a Scree plot and component matrix. ANOVA was used to investigate potential correlations between the assessment of the relevance of theatrical puppets and certain independent variables.

Results: Most teachers (N=100) in the sample recognized the potential and importance of puppetry for the holistic development of children (mean = 4.76, standard deviation = 0.45). They agreed that puppets can contribute to the development of positive self-image (4.69 ± 0.54) and learning (4.65 ± 0.54) in children. The greatest dispersion was observed in questions evaluating puppets as a limiting factor for play (1.64 ± 1.04) and children's creativity (1.61 ± 1.24), as well as about the use of performing arts to learn about new real-life situations (1.57 ± 0.95). A slight but statistically significant positive correlation was found between the favorable assessment and the length of service (r = 0.22, P = 0.032). No significant difference was observed between participants who had attended relevant training and those who had not (t = 1.903, df = 98, P = 0.061).

Conclusion: Early childhood educators recognize the important role of puppetry in ECEC, but puppets are not employed frequently in direct work with children. Reasons may include unclear public education policies, inadequate working conditions, insufficient opportunities for professional development, or a lackluster attitude towards professional growth. Although there is no available research to confirm these assumptions, they may serve as a guidepost for further research.