Keywords

Developmental Education; cultural-historical activity theory; early childhood education; performing arts; play narratives; professional development; pedagogical agency.

Abstract

This study examines how a collaborative, design-based professional development programme supported early childhood educators in integrating music, dance and drama into children’s play narratives within Developmental Education. Grounded in cultural-historical activity theory, the study conceptualises artistic learning as participation in meaningful socio-cultural practices and explores the relationship between educators’ pedagogical agency and children’s artistic agency. Eleven educational professionals from two Dutch early childhood settings participated in three workshops, followed by approximately eight weeks of classroom implementation, coaching visits, online consultations and a concluding evaluation. The project drew on classroom observations, educational designs, participants’ reflections and evaluation discussions. The findings reveal differentiated patterns of professional learning: some participants reported greater confidence and expanded pedagogical repertoires, while others experienced continuing uncertainty or limited changes in classroom implementation. The educational designs illustrated how rhythmic exploration, sound stories, movement improvisation and dramatic play could enrich thematic play narratives by connecting artistic expression with shared purposes. Collaborative reflection provided opportunities for educators to reconsider their pedagogical decisions and develop more differentiated approaches to supporting children’s artistic participation. Although music received greater emphasis than dance and drama, the project demonstrated possibilities for connecting the three disciplines while acknowledging their distinctive expressive characteristics. The study suggests that professional development in early childhood arts education should extend beyond acquiring artistic activities to strengthening educators’ capacity to design, mediate and sustain meaningful artistic practices. It highlights pedagogical agency as an important condition for creating opportunities for children’s artistic agency.

About the author

Michel Hogenes, PhD, is principal lecturer at The Hague University of Applied Sciences and Lucia Marthas Institute for Performing Arts in Amsterdam, the Netherlands.

Categories: 2026, Articles - JETEN, Uncategorized