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Youth Theatre Journal Volume 28, 2014 - Issue 2
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Articles

From Cradle to Stage: How Early Years Performing Arts Experiences Are Tailored to the Developmental Capabilities of Babies and Toddlers

Ben Fletcher-WatsonDrama Department, The Royal Conservatoire of Scotland, Glasgow, Scotland, UKCorrespondence[email protected]
,
Sue Fletcher-WatsonSchool of Clinical Sciences, University of Edinburgh, Edinburgh, Scotland, UK
,
Marie Jeanne McNaughtonSchool of Education, University of Strathclyde, Glasgow, Scotland, UK
&
Anna BirchDrama Department, The Royal Conservatoire of Scotland, Glasgow, Scotland, UK
Pages 130-146 | Published online: 22 Oct 2014

Citations (7)

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Read on this site (3)

Adrienne Kapstein & Thalia R. Goldstein. (2019) Developing wonder: Teaching theatre for the very young through collaboration with developmental psychology. Youth Theatre Journal 33:1, pages 52-69.
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Ben Fletcher-Watson. (2018) Toward a grounded dramaturgy, part 2: Equality and artistic integrity in Theatre for Early Years. Youth Theatre Journal 32:1, pages 3-15.
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Ben Fletcher-Watson. (2015) Seen and not heard: participation as tyranny in Theatre for Early Years. Research in Drama Education: The Journal of Applied Theatre and Performance 20:1, pages 24-38.
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Articles from other publishers (4)

Haley E. Kragness, Bryna Berezowska & Laura K. Cirelli. (2022) A concert for babies: Attentional, affective, and motor responses in an infant audience. Developmental Science 26:2.
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Brenda Cowley, Anusha Lachman, Elvin Williams & Astrid Berg. (2020) “I Know That It's Something That's Creating a Bond”: Fathers' Experiences of Participating in Baby Theater With Their Infants in South Africa. Frontiers in Psychiatry 11.
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Ignacio Ceballos Viro & Eva Llergo Ojalvo. (2020) Mapa de compañías y festivales del teatro para la primerísima infancia en España. Talía. Revista de estudios teatrales 2, pages 17-27.
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Rachel C Drury & Ben Fletcher-Watson. (2016) The infant audience: The impact and implications of child development research on performing arts practice for the very young. Journal of Early Childhood Research 15:3, pages 292-304.
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