1 Educational drama and the development of children's language ability? Due to objective factors and environmental constraints, children's social cognition is limited, which can easily lead to uneven development. Drama education provides a more open and free platform for children to experience and show. Through drama, children can personally play and experience the psychological, emotional and social behaviors of different roles, whether they are poor, rich, little or great. This is a freer emotional experience and release, and the diversified and multi-dimensional drama environment and thinking have greatly supplemented and enriched the educational environment needed in the process of children's socialization. At the same time, the affection of parents and relatives and the concern of family environment can easily make children form a self-centered thinking mode. Educational drama activities can make children contact more peers, let children think and reflect on their own behavior in the process of communication, so as to exercise their interpersonal skills, correct their personality defects and better integrate into the collective atmosphere. ?

2 Educational drama and the development of children's language ability? In the process of children's participation in drama, the expression and interpretation of the role are meticulous to every sound and action. Children can be familiar with the original language vocabulary by trying to figure out the emotion and personality of the role and combining their own personality deduction. Secondly, the richness of the script and the cooperation with other children's performances greatly expand the richness of the language. Thirdly, the combination of sound, form and spirit can improve the sensitivity and accuracy of children's language use. ?

3 Educational drama and children's aesthetic art? Aesthetics is not only the improvement of appreciation ability, but also the appreciation of art, participation in art, creation of art, and the improvement of aesthetics cannot be achieved overnight, and it needs to be accumulated bit by bit in life. Drama forms a unified and complete repertoire through actors, audiences, performances and language, so that children can have an integrated and all-round aesthetic experience in it, which children can't get anywhere else. Through aesthetic experience, children constantly optimize their expression and deductive ability in the process of participation, pay attention to interaction and participation with others, and get enlightenment in the performance. ?

4 Educational drama and children's creativity? Vygotsky once said that pretend games and role-playing are children's instinctive and spontaneous activities, as well as a means for children to know the world and an important learning experience for children in their early years. In the process of role interpretation, children need to combine their own life experience to try to figure out and understand the role. In order to better express and interpret, it will naturally guide the divergence of children's thinking and improve their imagination. Children can enter the new creative environment more freely in an atmosphere and environment without frame restrictions and formality. People's traditional educational dramas are biased. The real educational drama is not to let children perform for the sake of performance, but to highlight the main position of children in drama activities. In drama, teachers guide children to think positively, exert their imagination, learn to express what they want with their own bodies, let children learn to perceive and know life, express their true understanding and feelings about life through body and language, and make educational drama activities become activities to cultivate living people and give full play to them.