The Importance of Socio dramatic Play

The Importance of Socio dramatic track downMuch of our understanding of the value of acquire has originated from Piaget (1962) and Vygotsky (1978), who focused on the role of lend in childrens development. They aphorism children as active explorers of their world. With each revolutionary encounter or interaction, children were able to discover new meanings, and thus developed more(prenominal) complex understandings and skills. Play is therefore, an fundamental part of the process of constructing knowledge. It enables children to control what happens and to use what they already know to further their understanding and development. Socio-dramatic move is one of the most important forms of stage (Smilansky Shefatya, 1992). Play experiences funding children to be active participants in developing and strengthening their character, finding their own voice in compromising with others or directing their play ideas. When engaging in pretend play, children use fantasy, make-believe , and symbolic behavior in representing one object as some other (Kaugers Ross 2009). Play is a skill worth practicing and mastering not, as adults often seem to think of it, a mere time filler or something to do outside to blow off steam. Mastering play is as important as mastering oral or written language. All these modes of symbolic design enable human beings to remember manage, plan, and communicate with each other (Reynolds Jones 1997). The term play is often used but loosely defined. For the purpose of this paper when verbalize of play the kind of play that will be discussed will be socio-dramatic play (Smilanskiy 1968). This type of play,also called dramatic, imaginative, or pretend play, can occur with peers, adults, or both. Characteristics of socio-dramatic play include make-believe that involves roles, objects, andsituations and includes language and social interaction. The social aspect distinguishes socio-dramatic play from dramatic play because children can and do pretend during solitary play. Socio-dramatic play may also occur in combination with constructive play in early childhood classrooms.Much of what we currently know about sociodramatic play started with Vygotskys research. Vygotsky saw play as the leading behavior in childrens development. In Vygotskys theory, children play beyond their years (Bodrova Leong, 2005). The play has several elements to it. First, the play must include an unreal element, second, involved children must grant assigned role(s) with implicit rules, and finally, language must be involved. (Smilansky Shefatya, 1992).The Role of Teachers in Childrens PlayBecause children are the active participant they have autonomy over their play and this is one of the most empowering experiences a child can have (Canning, 2007). The adults in the childs world play an integral role. Children want support in practical difficulties, but also want to be seen as important and competent individuals (Pramling, Samuelsson, Johans son 2009). Children want to know when they are doing the right things and want to issue in a favorable light to their teachers and other adults by informing them when peers break rules. By this the children also confirm the teachers, in the sense that they are to be trusted, they know how things should be and they have power and knowledge to mediate. The role of the teacher in play is complex and can involve a directive, non-directive, and/or elaborative role. Howard, Jenvey, and knoll (2006) indicated that higher levels of teacher verbalization can reduce play behavior. Similarly, Tamburrini (1982) suggested that re-direction devalued play as a learning activity whereas elaborative interaction facilitated play behavior. Play activities tend to occur more frequently between children rather than with teachers (Canning, 2007). Piagets clinical observations supported educators discoveries that children construct knowledge for themselves through spontaneous activity. Through the play experiences teachers win children acquire rules, imitate reality, and socialize with their peers (Piaget, 1962). So then in the early years for many teaching is based on observation. Teachers dont however just keep up and sit idly by. They also make play possible. The play they make possible is rich, complex, and thoughtfully-planned. Socio-dramatic play provides an excellent context for children to develop and practice many important skills and behaviors that contribute to later success in school and life. As play matures, there is a progressive transition from reactive to and impulsive behaviors to behaviors that are more deliberate and thoughtful (Bodrova Leong, 2005). Teachers need to know how to observe play, helping children grow into master players. Like every stage of development, play does not occur automatically, it inevitably nurturing from a capable adult. Children must learn how to engage in satisfying socio-dramatic play and teachers must take responsibility for se tting up their environment and assisting the play by taking on the role of observer, stage-manager, and co- player (Bredekamp 2005).Within research, play has been analyzed in numerous studies. The purpose of this study will be to envision the role of the teachers involvement during play. Specifically can a teacher or another trained adult improve socio-dramatic play to improve other cognitive and socio-emotional abilities? In order to examine this, the following questions need to be explored What is the level of socio-dramatic play in the classroom? How is the teacher involved? What obstacles hinder progress? modeParticipants and SettingDependent VariableIndependent VariableExperimental Design and Procedures