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CHAPTER 12

DEVELOPING DRAMATIC PLAY

CENTERS

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Introduction

Dramatic play allows children to becomerepresenters of their experiences and also to

create new imaginative realities.

It linked to social, emotional, cognitive and

physical growth.

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Development of Dramatic Play

Childrens dramatic play ability is enhanced astheir development allows them to use symbolic

representation and to engage in cooperative play

with others.

At the age of 1 & 2, they will know to imitate

another child and then will build upon what the

other child is doing.

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As for preschoolers, the numbers player expands

and dramatic play becomes a cooperative activity. Sociodramatic plays.

Engage in role-playing

Make believe with actions and objectsHave verbal & social interaction among player

Have a play theme persists for 5 minutes

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How The Dramatic Play Center

Enhances Childrens Development

Allows children to practice skills they learned inreal-life situations, to assimilate information & to

try to make sense of it.

Children will gain literacy, self regulatory,

cognitive, social, emotional and creative skills.

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Literacy Development

It promotes oral language as children becomestorytellers of pretend events.

They act out, the role of using different voices,

inflections and rich verbal exchanges.

It allows student to practice writing and reading in

an authentic highly motivating context.

Disadvantages: researchers indicates that this is

a wrong approach because the program is basedon teacher-directed activities.

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Emotional Development

Allows the children to act out fears and traumaticevents in a safe environment.

They have the power to control what happens

and to change the endings if they wish.

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Creative Development

Children use their drama skills by developingscripts and assuming roles.

Provide rich opportunities for children to develop

literacy, cognitive, self-regulation, social,

emotional, and creative skills.

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Designing an Effective Dramatic Play

Center

It provides sufficient space for at least four to sixchildren to play

It is aesthetics. (educators to create aesthetic

dramatic play areas using beautiful materials)

It contains needed equipment

It includes duplicates of props so children can

participate in parallel play.

It provides ways to make clothing and prop choicesavailable & organized.

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TERESAS HOME LIVING

CENTRE

Began the year by providing dramatics play propsrepresenting the cultures in her classroom.

Allowed the children to participate in dramatic play

using some familiar props from their home.

As children became familiar with the materials,Teresa slowly began introducing and adding

materials from cultures that were not represented.

She also drew on the childrens background

knowledge and elicited their ideas to help planmaterials to add to the area.

By involving the families, Teresa was able to set up a

rich dramatic play area that was culturally relevant to

the children in her classroom.

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SPECIAL CONSIDERATIONS FOR

INFANTS AND TODDLERS

Childrens early pretending is context driven,

suggested by the objects that are available in the

environmernt.

As with older children, toddlers practice adult rolesas they play.

It is important to have familiar centers (home living)

and realistic props (pots and pans, baby dolls).

In planning for this age group you will want tocarefully consider their development.

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Also, consider childrens interests in making yourplans.

It is important that play equipment provides their

interestses.

At this age, children may need more adult

modeling and suggestions to support them in

using pretend play.

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SPECIAL CONSIDERATIONS FOR

SCHOOL-AGE (K-3) CHILDREN

Organized games with rules become important and

their sociodramatic play often changes to reflect this

focus.

At this age they are also able to keep their script

going over a longer period of time.

Elementary-age children will reenact stories, movies,

and their own narratives.

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CHANGES TO DRAMATIC PLAY

CENTER

It is important to carefully observe childrens playdetermine when to add props or change the center.

Changing the center allows children to experiment

with new roles, explore new scenarios, and use

additional vocabulary.

Also spark interest in children.

Children can assists in planning changes to the

dramatic play center.

This level of involvement can assists in building

interest, provide additional materials and props, and

help children to think about and share their

knowledge in relationship to the proposed center.

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PROP BOXES

Advantages Save time

Volunteers can help create them

Classrooms can share them

Prop boxes can be used in different ways.

When creating prop boxes, it is helpful to begin

with similar-sized sturdy boxes or totes for easy

stacking and storing.

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To be effective, prop boxes need to bedevelopmentally appropriate and relevant to the

group of children using them.

Prop boxes also need to be nonexist and contain

multicultural materials.

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TEACHERS FACILITATION OF

LEARNING IN THE DRAMATIC PLAY

CENTER

To promote high-quality dramatic play, teachers need

to support children by providing backgroundexperiences, planning effective centers, building and

maintaining excitement and interest in dramatic play,

and facilitating childrens play skills.

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PROVIDE RICH, SHARED

EXPERIENCES

A shared background of experiences can enrichchildrens dramatic play.

It is important that children see people perfroming

their roles and that the tour guide at the location

is prepped for the age of the group of childrenyou are bringing.

It might be helpful to give the person a sense of

what the children are interested in, questions they

may have, and the depth of their current

understanding.

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PLAN CENTERS THAT ENCOURAGE

ACTIVE ENGAGEMENT

When planning the dramatic play center, teachers

must think about childrens play opportunities.

Changes in the center need to lead active

engagement for children.

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BUILD EXCITEMENT

Teachers can build childrens exitement and interest

in the center in many ways.

KEEP INTEREST ALIVETHROUGH PROVIDING ADYNAMIC CENTER

The effective dramatic play center is rarelystatic. Instead it is dynamic, changing to

meet childrens interests and expand their

learning.

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PROVIDE ADEQUATE TIME FOR

DRAMATIC PLAY

There needs to be adequate daily center time for

dramatic play.

INTRODUCE MATERIALS ANDTEACH MINI LESSONS ASNEEDED

It is helpful to introduce materials andteach mini lessons to support childrensplay.

Mini lesson about joining and sustaining

play are also helpful.

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EXTEND PLAY

With young children, you might extend childrensplay by being the play partner, but as children

begin to play cooperative with peers, it is

important for children to determine and enact

their own story line. Instead of being a play partner, you might assist

preschool and early elementary children to

deepen and extend their play through a play plan.

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Children using play plans spend more timeparticipating in mature dramatic play, recall more

details of their play, and argue and fight less while

playing.

It is important that they review the planimmediately before beginning the play, helping

them to recall their previous ideas.

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Assist individual children to join play

Participating in low risk behaviour (low risk ofbeing rejected)

Observe other children play

Asking a question

Suggesting a role to play

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Facilitate children: acting out their

fears

Acting out their concerns and fears

Take the role of the child and model coping

strategies

Ask open-ended question

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Meet the needs of all learners

Supporting children with disabilities The centre needs to be accessible

Materials reflect the children who are disabled

Coaching and support from peers

Supporting children from all cultures

Think of multi culturalism

Be cautions about not in advertently teaching

children with misconceptions and stereotypes.

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Observe and document individual

childrens learning

Accessing and documenting childrens play suchas level of play and play interest.

Observe many skills such as language, math,

science, emotional, social, self-regulatory, and

creative.

Use anecdotal records, running records, video

and audio recording.

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Special challenges in the dramatic

play centre

Super hero and war playAllows children to feel powerful and to face their

fears.

Promote imaginative play rather than imitative play.

Focus on the helping behaviours of super heroes.

Focus on real life heroes, fairy tales and folk tales.

Provide additional outlets for facing and describing

fears

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Outdoor dramatic play centre

Help to create their own place sites such as snowcaves.

Natural materials such as flowers, dirt, leaves,

and water.

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Prepared by:

Olyvea William (KK1190529)

Kimberly James (KK1190521)

Rachel Hee (KK1190533)

Thank You