ly enough many of the names were the same and games I thought indigenous to the street I lived on were in fact played on all corners of this island. On an interpersonal level I shared an experience with my class friends and this helped if only in a small way to bond us together.
             To view a child as simply an empty vessel waiting to be filled with knowledge would be a serious error on the part of any educator, they have a wealth of knowledge which can enrich any drama session as Johnathon..... explains "Children are not seen as passive recipients but as active meaning makers"
             Pre-school years are an important formative era for children in which they actively employ their own sense of logic to events and happenings around them. In his book "Making Sense of Drama" Jonothan Needlands sees school as an opportunity to "build these bridges between what they already know and the new learning presented by the school" which is best done through experience in order for real and effective learning to take place. He believes in the type of drama that "seeks to develop and extend children's existing cultural resources in ways that are both familiar and also stretching"
             Drama is both a social and personal experience, social in that it requires the interaction of it's participants and personal in that they bring their own ideas and thoughts to the situation and through the discussion of these gain not only the new perceptions they have encountered but also those of their fellow students. Drama provides an excellent context for interaction with others on many levels, especially socially. This was demonstrated at the beginning of the term. We were a class of twenty strangers and yet through the playing of games as simple as throwing a ball to each other and calling out our names I left the room knowing a great deal more about my colleagues than I did when I entered. The session did much to put e...