Dramatic Play and Role Play in Early Childhood Education

Key Considerations
3. Time:
Do my students have enough time to engage in the learning? Have I dedicated at least 30 minutes to unstructured play? Are my students able to freely engage in the learning at their pace, or am I limiting their exploration through time restrictions?

1. Safety

Do I make an effort to consciously supervise my students? Do I monitor resources and check their quality (broken, damaged, and clean)? Do I select resources and materials appropriate for my children (can they relate and understand them, are they age appropriate)?

2. Environment

Have I created a safe, friendly and inviting classroom setting? Do I make all students feel valued and welcome? Do I encourage all children to participate? Do I display the childrens work around the room? Do I promote autonomy by positioning materials and resources at my students level?

Dramatic Play and Role Play:

A fun, authentic strategy for young children to participate in and practice roles that they know, on their level.

4. Resources and Materials:

Have I provided my students with a variety of materials (both natural and plastic)? Are the materials catering to every individual? Is there a variety of cultures, genders and perspectives represented? Do the materials provide children with choice? Are there enough resources for all children? What types of resources are on offer? Have I considered real world materials (e.g. phone, boat, iron etc).

Benefits/ Value:
Children develop awareness of their identity, culture and community. Enhance their understanding of who they are, where they come from, how to learn about others and the world they live in. Children prepare themselves for adult roles and societal expectations. Children make meaning of their world through exploration. Enhance childrens physical, cognitive, social and emotional development.

5. Inclusivity/ Availability

Do I include all children in activities and discussions? Am I mindful to cater to my students with a disability? How do I cater to all my students? Do I actively acknowledge and represent various cultural perspectives that are present in my class? Do I consider the various ability levels of my students? Do I maintain high and equal expectations of all my students?

Play is the only way the highest intelligence of humankind can unfold.
Joseph Chilton Pearce

Implementation
Refer to the Presentation for exemplars and consider the following when implementing Dramatic Play/Role Play into your Early Childhood classroom.

References
Arthur, L., Beecher, B.,Death,E.,Dockett,S.,&Farmer,S. (2012). Programming and planning in early childhood setting (5th ed.). South Melbourne: Cengage Learning Australia. Australian Curriculum, Asessment and Reporting Authority. (2012). As retrieved on 17th April 2013 from http://www.australiancurriculum.edu.au/Curriculum/F-10 Barbour, A. (2010). Dramatic Play and Imagination. Retrieved on 17th April 2013 from http://aplaceofourown.org/question_detail.php?id=341 Beaty, J. (2010). Observing development of the young child (7th ed.). Upper Saddle River: Pearson Education Inc. Centre for best Practices in Early Childhood. (2002). Dramatic play allows children to express themselves. Retrieved on 17th April 2013 from http://www.wui.edu/thecenter/arts/artexpress/draplay.html HighReach Learning. (2007). Dramatic Play. Retrieved on 17th April 2013 from http://www.highreach.com/highreach_cms/LinkClick.aspx?filet icket=4ajc6I2Pjt0%3D&tabid=106 Kennedy, A.,& Barblett, L. (2010). Learning and teaching through play. Supporting the Early YearsLearning Framework. Canberra. Early Childhood Australia. Marie, E. & Cecchini, M. (2008). How Dramatic Play can Enhance Learning. Excelligence Learning Corporation. Mendoza, J.,& Katz,G. (2008). Introduction to the Special Selection on Dramatic Play. Retrieved on 18th April 2013 from http://www.nicurriculum.org.uk/docs/foundation_stage/learnin g_through_play_ey.pdf OToole, J., &Dunn, J. (2002). Pretending to Learn.Victoria, Australia. Pearson Education Australia. Queensland Government. (2010). Queensland Kindergarten Learning Guidelines. South Brisbane. Queensland Studies Authority. (2010). Essential Learnings :The Arts. Queensland. Queensland Government. Rowell, P. (2010). The world is a childs stage dramatic play and childrens development. Australia. Australian Government.

Kindergarten:
1.Toys:
What types of toys am I providing my children? Do I have a variety of toys inclusive of both boys and girls? Are these toys appropriate for my Kindergarteners? Do these toys have multiple purposes? Can my children recognize what they are and use them creatively? Are the books I am providing an appropriate level for my children? Do the materials I have selected scaffold my students learning and develop their growth? Will my children understand and relate to the characters and themes in the story? Will this book engage and interest my Kindergarteners?

4. Role Play:
Have I provided opportunities for my Kindergarteners to participate? Have I considered the resources I may need and provided them for my children? Have I provided my children with choice? Do I myself model the value of such interactions? How can I involve myself in this learning to scaffold my Kindergarteners growth?

2.Books:

5. Prop Boxes:
Have I provided an assortment of prop boxes for my children to engage with? Are these easily accessible to my children? Have I recently changed and mixed up my prop boxes to encourage interest? Are these themes relevant to my childrens lives and interests? How does this benefit my children? What is its purpose? Have I provided my children with choices?

3.Dress ups:
What types of dress ups am I providing my children with? Have I considered the cultures, gender and interests of all my children? Will my children recognize the various dress ups? Do I provide a variety of dress ups that my children can play with?

Karli Hunter S2748696