The Educational Dimensions of Stylization in Contemporary Children’s Theatre Discourse

This study investigates stylization and its balanced relationship with the educational dimensions of contemporary children’s theatre. It seeks to answer the following question: What are the educational dimensions of stylization in contemporary children’s theatre discourse? The study aims to identify these dimensions within theatrical texts and performances. Its scope is thematically defined by the educational dimensions of stylization, spatially by Iraq, and temporally by the period 2023–2025. The theoretical framework comprises two main sections: the first addresses the concept of theatrical stylization and its mechanisms in contemporary children’s theatre, while the second examines the educational dimensions of children’s theatre. The study adopts a theoretical deductive approach and analyzes a purposively selected sample of children’s theatrical performances using indicators derived from the theoretical framework. The findings reveal that stylization through symbolic transformation plays a significant role in shaping the child’s cognitive and moral–value dimensions, as elements of nature are transformed into anthropomorphized characters that convey values and knowledge through an indirect educational approach. The study concludes with a set of conclusions, recommendations, and proposals for future research.