Drama-based read-alouds in preschool classroom: Promoting social understanding, social problem solving, and peer relationships

Abstract

Reading aloud to young children can positively impact their social and emotional development during preschool. However, further exploration is needed to determine how drama-based read-alouds (DBRAs) could enhance these benefits. In this sense, this study examined the effects of the DBRA intervention on preschoolers' social understanding, social problem-solving skills, and peer relationships. Seventy preschool children aged between 52 and 72 months (37 girls, M = 62.71 months, SD = 5.37) participated in a pretest–posttest non-equivalent control group intervention design. During the intervention, teachers conducted DBRA sessions 3 days a week for 8 weeks. Multilevel analysis revealed that DBRAs significantly improved children's social understanding and social problem-solving skills. While no significant changes were observed in peer relationships and social skills, there was a notable reduction in aggression among the intervention group. These findings highlight the potential of DBRAs as a valuable tool for promoting social competence in early childhood education. © 2025 The Author(s). Reading Research Quarterly published by Wiley Periodicals LLC on behalf of International Literacy Association.