Problem solving is the main foundation of a young child’s learning in life. Opportunities for problem solving occur in everyday contexts, not just educational spaces, and as such, educators must account for a child’s social, cognitive, and emotional knowledge and experiences in order to help him or her when learning the lifelong process of effective problem solving. Sociodrama is a tool of creative, dramatic exploration, which uses the participant’s past experiences as resources for teaching and reflective practice. Participants are engaged within an aesthetic, three-dimensional problem-solving process in order to examine, explore, and reflect upon issues of personal and collective importance. Educators who engage their class in whole group, collaborative sociodramatic explorations provide great possibility for personal and social growth for each student, while engaging him or her in active, three-dimensional problem solving. This article examines why educators might consider using sociodrama with learners of any age as a method for social exploration and problem solving, and also describes how to include basic sociodramatic activities into existing educational programs.
Key Words: sociodrama, primary education, social, problem solving, conflict resolution, aesthetic, exploration, reflection