Chapter 12 Dramatic Play Dramatic play can help

Chapter 12 Dramatic Play “Dramatic play can help children grow in social understanding and cooperation; it provides a controlled emotional outlet and a means of self-expression” (Deiner, 2010). © 2012 Cengage Learning. All Rights Reserved.

Overview • Play is the natural language of children and is at the core of developmentally appropriate practice • Infants imitate others – infant’s awareness of human expression, gestures, and sounds is the beginning of creative thinking. • Toddlers love pretend – they demonstrate object hunger • Dramatic play is the most valuable form of children’s play - helps children grow in social understanding and cooperation • Play ideas emanate from children’s experience - trying out adult roles and new ways to solve problems © 2012 Cengage Learning. All Rights Reserved.

Definitions • Dramatic play - Free play of children - Spontaneous play that can be expanded or repeated over and over just for the fun of it • Sociodramatic play - The highest level of symbolic play - Happens when at least two children cooperate in dramatic play - Involves two basic elements: imitation and makebelieve © 2012 Cengage Learning. All Rights Reserved.

Definitions (continued) • Fantasy element of dramatic play serves many purposes - allows child to accomplish through imagination what she is unable to do in reality - relieves emotions such as tension or aggression - offers a way for the child to interpret the world - offers a vehicle for expression if the child is feeling shy or insecure about verbalizing © 2012 Cengage Learning. All Rights Reserved.

Developmental Stages of Dramatic Play • Parten’s Developmental Stages of Play (play in terms of social behavior) - Unoccupied behavior - Onlooker play - Solitary play - Parallel play - Associative play - Cooperative play [See Chapter 1 for Review of these terms] © 2012 Cengage Learning. All Rights Reserved.

Developmental Stages of Dramatic Play • Piaget—play in terms of cognitive development – Practice play – Symbolic play – Games with rules • Smilansky—four types of sociodramatic play – – Functional play Constructive play Dramatic play Games with rules © 2012 Cengage Learning. All Rights Reserved.

Understanding of Fantasy and Reality in Young Children • Dramatic play helps children separate what is make-believe from what is real • The younger the child, the more play is rooted in fantasy • By age five, children start to differentiate when they are pretending and when they are in the real world • Encourage use of language to help them differentiate © 2012 Cengage Learning. All Rights Reserved.

Planning and Preparing the Environment • Environment should support pretending and allow children’s input • Teacher’s role – – – – Provide time, space, materials Monitor area so that all children can participate Assist children in learning social interaction and problem solving Keep developmental capabilities in mind Value play Safety Anti-bias in approach and materials Serve as facilitator • Furniture and equipment considerations © 2012 Cengage Learning. All Rights Reserved.

Adaptations for Children with Identified Needs • • • Apply only those rules needed for safety Let the child take the lead Clearly define space Monitor interactions and gradually decrease direct intervention Encourage verbalization Offer familiar materials Use puppets and some props that provide an obvious cue Dress-up clothes—easy on and off Supply supportive seating to offset fatigue © 2012 Cengage Learning. All Rights Reserved.

Prop Boxes • Materials to enrich a theme – Consider storage and label clearly – Consider many sources for materials • Recycled or donated • Share with families - The learning possibilities that prop boxes provide - Invite them to visit the classroom - Guide them into making prop boxes at home with their children © 2012 Cengage Learning. All Rights Reserved.

Prop Boxes (continued) • Outdoor Prop Boxes - Children assume responsibility for the box and contents - Developmental domains enhanced - Possible materials to include © 2012 Cengage Learning. All Rights Reserved.

Clothes for Dramatic Play Center • • • Variety of roles, traditional, unisex Easy access Durable Safety Storage and display location Variety of cultures should be represented © 2012 Cengage Learning. All Rights Reserved.

Integrating Dramatic Play into the Curriculum • Infants – – Doll corner Home living area Push-and-pull toys Crawling and climbing area • Toddlers – – – Home living area Dress-up clothes Prop box Puppet and mask play corner Beauty/barber shop © 2012 Cengage Learning. All Rights Reserved.

Integrating Dramatic Play into the Curriculum (continued) • Preschoolers – Travel agency – Ship – Train station and train – Airport and airplane – Supermarket/grocery store – Farmer’s market/Mercado – Picnic – Ants at a picnic © 2012 Cengage Learning. All Rights Reserved.

Integrating Dramatic Play into the Curriculum (continued) • Primary-grade children – Rag doll/tin man/marionette – Imaginary machine – Mirror images © 2012 Cengage Learning. All Rights Reserved.

Dramatic Play and Other Issues • Integration with other curriculum areas – Language and literacy – Math and science concepts • Tips for teachers – Superheroes • Positive and negative elements • NAEYC recommendations regarding superheroes play • Developmentally appropriate activities © 2012 Cengage Learning. All Rights Reserved.