Reformas Educativas (LOEI Reglamento a la LOEI Plan Decenal) Los grandes cambios que se están emprendiendo para transformar radicalmente la

The use of drama/theatre as an effective means of educating young people has its basis in key psychological theories. One of such is the Socio-cultural theory. The Socio-cultural theory stems from the work of Vygotsky, Bandura and many other theorists. Vygotsky proposed that learning is embedded within social events and occurred as individuals interact with other human beings, objects and events in the environment and this interaction helps the child learn what is important in their culture (18). Similarly, Bandura emphasized the importance of observational learning whereby children model behaviours, attitudes and emotional responses of others according to the observed benefits and adverse effects of those behaviours (191).

Hence, the socio-cultural theory suggests that individuals’ cognitive developmental processes and learning processes are simply products of their society and culture.

Educational Video could provide experiential learning opportunities for children that are particularly powerful because of the influence theatre have on the audience member’s emotional and cognitive state. Thus, the use of Media- Educational Video/Educational Television (ETV) in education is supported by the idea that individuals learn from observing others, and receiving feedback from others, as well as through self-reflection and interaction between person and environment. Educational Video / Educational Television (ETV) allows children to look at life as an observer, making conscious moral decisions in relation to those situations that are played out for them. As such, it enables a ‘cognitive playground’ whereby children can experiment with different choices and experience vicariously the emotional consequences of their own and others’ behaviours.

Gardner’s Theory of Multiple Intelligences introduces the theory that all students have different ways of learning. There is the spatial intelligence (visual) learner, who learns best using his or her sight; the linguistic intelligence (auditory) learner, who learns best while listening; and the kinesthetic intelligence (movement) learner, who learns best when moving.

There are eight different learning styles, according to Gardner (24). Television/Video applies to two of the multiple intelligences. It involves listening and watching. A teacher could add movements and make it kinesthetic by having students dance while listening to songs.

Gardner’s Theory of Multiple Intelligence was established by the scientist, Howard Gardner, a professor at Harvard University and professor of cognition and education at Harvard Graduate School of Education. Gardner defines intelligence as “the ability to solve problems or create products which are important in certain cultural environments or communities” (Gardner, Cummings, Dunham and Pierce 220).

The theory of Multiple Intelligence is based on different types of intelligence:

linguistic, logical-mathematical, inner, outer, musical, visual-spatial, physiological-kinaesthetic, natural and existential, noting that the last two were added in 1999 (Gardner, Cummings, Dunham and Pierce).

Verbal-linguistic intelligence – the ability to think with the help of spoken and written words, the ability to read, interest for written content: books, letters, Internet..., oral communication enhances memory and description.

Visual-spatial intelligence – spatial intelligence differs from visual intelligence. While visual intelligence is based on viewing and visualizing, spatial intelligence encompasses three dimensionality and relations in space. Visual-spatial intelligence most often is found in: spatial orientation, figurative and abstract visualization abilities, thinking by using image impressions, the possibilities of thinking in three dimension, redefining and reconstructing existing artistic compositions into new ones. Artistic creativity has an impact on the imagination, the ability of forming in two-dimensional and three dimensional materials, creating diverse practical works (drawings, paintings, prints, sculptures, relief, installations etcetera). The most frequent combination in class which supports great efficacy of learning is represented by stimulating verbal-linguistic and visual-spatial intelligence. These kinds of stimulation are supported by

multimedia. Multimedia fosters the development of the given two types of intelligence since by their structure they encompass the channels of the audio and visual senses. It is essential to train the pupils to listen and watch, observe, and even more important to hear and see, by using multimedia. It is also important through multimedia usage to monitor the achievements of pupils individually during class work, which directly affects the maximal increase of personal intellectual potential.

Logical-mathematical intelligence – provides for abstract thinking, creating meaningful connections and relations among subjects, elements or ideas, the ability to think numerically, counting, measuring, and understanding logical mathematical operations, critical thinking and creative solving of mathematical problems, organizational and research skills.

Musical intelligence – the ability to (re)produce rhythm, height and colour of tone, the ability to recognize, produce and reproduce music by using musical instruments or vocal interpretations. When playing a musical instrument, the skill of mastering the technique of playing is acquired, and in singing, the skills of mastering vocal techniques. Through active listening, a strong connection between emotions and musical expression is created along with the habit of enjoying listening to music.

Physiological-kinaesthetic intelligence – the ability to control movements of the body and handling of objects, thinking through movement, development of motoric activities, balance, coordination of movement of the entire body and dexterity, dancing, sports, acting etcetera.

Intrapersonal intelligence – the ability to understand oneself, self-awareness of personal feelings, values, thoughts and self-esteem, the ability to regulate personal feelings, moods i.e.

emotional states, mental abilities and behaviour.

Interpersonal intelligence - the ability to understand and react to other people's moods, feelings, views, wishes, motives, behaviour, development of empathy, the ability of good

relationships i.e. interaction with people: family, neighbours, friends from the neighbourhood, pupils in school..., a leader in teamwork.

Natural intelligence – the ability to recognize and classify plants, animals and everything else in nature, the ability to understand the natural world and natural laws, understanding of animal behaviour, their needs and characteristics, growing and caring for plants.

Existential intelligence – the ability to think about the complexity of human existence (what does life mean to us, why do we die...), how to cope with life's problems.

Attention is focused on Gardner's work because the different types of intelligence are connected with inborn styles of learning and dominant profile styles of pupil-learning. These profiles are determined based on the dominance of the eye, ear and hand in relation to the dominant hemisphere of the brain. This type of definition informs on how to understand and acquire new information in the easiest possible way.

Piaget’s Theory of Cognitive Stages is also relevant (Piaget 13). Piaget’s theory explains the means by which the mind processes new information. The stage most third grade equivalent of Nigeria Primary two and three students fall under is the concrete operations stage, in which a child no longer needs to have objects to manipulate in order to understand a concept. By applying Piaget’s theory, a teacher can create lessons incorporating TV and Videos that will take advantage of a student’s stage of cognitive development: when students no longer need to physically manipulate material, they can begin to understand by watching someone else manipulate the material, e.g. on a video. According to Piaget, a child is at the Concrete Operations stage from ages 7 to 11 (Piaget 15). These are the ages of third through fifth grade students, equivalents of primary two to six in Nigeria. This is the stage at which teachers should look towards educational television in order to have more effective lessons using a variety of learning materials.

The contentions here are that television is a big part of students’ everyday life and thus familiar and enjoyable to them. Therefore, bringing television into the classroom may enhance students’ excitement about the general curriculum in third grade. For students who become bored listening to the same person every day, watching an educational video may sustain their interest and excitement about a subject. Once students become excited about a subject and want to learn more, the teacher’s job becomes easier. By finding out which aspects of a certain subject interest the students, the teacher can create lessons that will continue to keep the students engaged. Once the excitement about a subject is generated for a student, a teacher can then assign textbook and other readings. Thus, educational television and Video help primary school pupils to learn by stimulating their interest in a certain subject; Arithmetic, English language, Social Studies etcetera. It can serve the same purpose for students in the Primary Three classroom.

Cohen posits that “when information is presented in a way that children can relate to, they enjoy learning what is being taught” (47). Although TV is an older technology and Educational media, teachers can (and should) still use it as a great resource for their classes.

For example, reading textbooks or doing worksheets become more fun and interesting when children also watch a show or movie on the subject. Thus, using educational videos may help in optimizing teachers’ use of class time. Teachers are busy trying to meet educational standards within limited timeframe. Finally, each student is an individual, and using educational television may help teachers address different learning styles, stimulate learners’

empowerment and foster transformative learning.