Dramatic Play
Dramatic
play is a child's imaginative play. The child becomes another
person, or an
animal, or even a thing. Children
become
princesses, soldiers, lions, or airplanes.
They do the actions and expressions of those they imagine
they are. They use
the language they have heard mothers
or teachers or others use.
This type of play is not a scripted play and is not confined to adult rules. Children are allowed to be spontaneous and to play in an uninhibited manner. There is no story line. There is no real beginning point and no ending place to the playing. The production is not the point. The process is what is important.
It has been said that play is the work of childhood. Play gives children a way to experiment with new and different identities without feeling threatened. The language and thought of others can be tried out. Social situations and behaviors are part of the playing. Real or imagined problems can be thought through. Even challenging physical activity is often practiced as a part of a child's dramatic playing.
For a child to engage in play, he/she needs a feeling of security or safety, an atmosphere of encouragement with "no put downs." There needs to be a place or places where it is appropriate. It helps to have articles of clothing and other things that can be used in playing as the child sees fit.
Dramatic Play as a Teaching Activity
Knowing about dramatic play and following a few guidelines, a teacher or parent can give some direction to help this important developmental activity become a tool to strengthen children's learning and language. Following are a few suggested guidelines:
- The teacher can guide children into a dramatic play activities that will help give them practice with vocabulary, language, and concepts they are learning. ("Let's ride on the subway to the museum.")
- It often works best if the teacher joins in and does the actions etc. with the children.
- Small items of clothing, a paper badge, or some other item may help focus the imagination needed in the activity.
- While the teacher may participate, the teacher should not be the focal point nor the one to give all the direction to the activity. This takes practice since you want to keep the activity going, there is a tendency to push too hard.
- Often the teacher needs to insert questions to stimulate or guide certain children..
- The activity should be fun and engaging. When fun starts to diminish, it may be time to stop the activity.
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