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CHAPTER 12 DRAMATIC

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4. Games with rules; older preschoolers primary age ... Dress-up clothes for boys and girls. Food samples from different cultures ... – PowerPoint PPT presentation

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Title: CHAPTER 12 DRAMATIC


1
CHAPTER 12DRAMATIC CREATIVE PLAY
  • Overview
  • Play is be the natural language of children
  • It helps the child respond to the natural world
  • Peek-a-boo, Patty-Cakeare the beginnings of
    dramatic play
  • Toddlers love to pretend
  • Need other children and adults to give words and
    direction to play
  • Older children use play to
  • Act out stories
  • Try on adult roles
  • Figure out how to solve problems

2
Overview
  • Play may reveal
  • Needs that are not being met
  • Confusions or misunderstandings
  • Fears and attempts to master them
  • School-age children
  • Enjoy making up their own activities
  • Theme is often good guys against bad guys
  • David Elkind
  • Dramatic play helps children transfer what they
    know about one situation to another situation

3
DRAMATIC PLAY AND CREATIVE DRAMATICS DEFINED
  • Nellie McCaslin
  • Dramatic play ..the free play of the very young
    child in which s/he
  • Explores his/her universe
  • Imitates the actions and character traits of
    those around him/her.
  • Is spontaneous it just happens
  • Is often repeated and/or expanded just for the
    fun of it

4
McCaslins Definitions
  • Creative Dramatics improvised drama of children
    5 and older
  • Extension of dramatic play
  • Child-centered
  • Pantomime
  • The art of conveying meaning without words
  • Young children enjoy this activity
  • Sociodramtic Play
  • Highest level of symbolic play
  • Children create happenings based on their own
    experiences
  • The fantasy element of dramatic play is useful
  • Can help a child feel part of a group

5
DEVELOPMENTAL STAGES OF DRAMATIC PLAY
  • Piaget 3 stages (based on cognitive
    development)
  • 1. Practice play (sensorimotor stage) birth-2
  • Explores the world through senses
  • Practices motor skills
  • 2. Symbolic play (preoperational) 2-7 years
  • Uses objects to represent something else
  • Older children often pantomime props not there
  • Knock on an invisible door

6
Developmental Stages
  • Piaget
  • 3. Games with rules (concrete operations) 7
    years and older
  • Often helps perfect physical skills
  • Often helps sharpen mental skills
  • Children will make up rules
  • Needs to realize that accepted rules cant be
    changed
  • Needs to see others point of view

7
Developmental Stages of Play
  • Sara Smilansky 4 types of sociodramatic play
  • 1. Functional play infancy through early years
  • Child pretends to be someone else
  • Part of exploring the environment and people in
    it
  • Using dress-up clothes
  • 2. Constructive play toddlers and preschoolers
  • Helps children understand their experiences
  • Done alone or with others
  • Uses people or objects to create a specific
    experience
  • Pretending to drive a car, complete with sound
    effects

8
Developmental Stages of Play
  • Smilansky
  • 3. Dramatic play toddler primary age
  • Pretending and make-believe on a higher level
  • Participants take on related roles and interact
    with each other
  • Organized roles in housekeeping area
  • 4. Games with rules older preschoolers primary
    age
  • Requires children to accept and act according to
    rules
  • Board games and sports

9
Developmental Stages of Play
  • George Maxim 2 major dimensions
  • Social dimension
  • Move from solitary play to an interest and skill
    in working with others
  • Content dimension
  • Deals with composition of play
  • what the children play with
  • Blocks, vehicles, sand
  • Content of the play
  • Having a meal, racing cars, putting out a fire

10
Understanding of Fantasy and Reality in Young
Children
  • Dramatic play helps a child sort out what is
    unreal (fantasy) and what is real
  • Need opportunity for both
  • Learn to recognize the difference
  • The younger the child, the more the play is based
    in fantasy
  • Believe that what they think is true
  • By age 5, they understand when they are
    pretending and when they are in the real world

11
PLANNING AND PREPARING THE ENVIRONMENT
  • Adults should provide
  • Plenty of unstructured time
  • Adequate space
  • Materials that can be used for many purposes
  • Opportunities for childrens input and ideas

12
The Teachers Role
  • Teacher (adult) is mainly a facilitator
  • Person who helps things to happen
  • How to be a facilitator, p. 355
  • Housekeeping area, no matter what size, should
  • Be attractive and inviting
  • Have child-sized furniture
  • Include props that are gender and culturally
    sensitive
  • Dress-up clothes for boys and girls
  • Food samples from different cultures
  • Dolls of both genders and differing skin colors

13
Adaptations for Special Needs Children
  • Suggestions for including children with special
    needs in dramatic play
  • Page 357

14
Sharing with Families Prop Boxes
  • Prop Box
  • A collection of materials for development and
    enrichment of dramatic play based on a specific
    theme
  • Placed in a sturdy container
  • Props can come from many sources
  • Have some prop boxes that may be checked out
    for home use
  • Provide time for children to tell about how the
    props were used at home

15
Clothes for Dramatic Play Area
  • Clothing should be
  • Clean
  • Easy to put on and take off
  • Can be washed
  • Safe hemmed, sharp fasteners replaced
  • Stored and displayed for easy access and
    replacing
  • MC/GF (Multi-Cultural/Gender Fair)

16
Integrating Dramatic Play in the Curriculum
  • Pages 35 8 - 3 6 0 have good suggestions
  • Use these pages as a reference

17
Dramatic Play and Other Learning Centers
  • All parts of the curriculum can be developed
    through dramatic play
  • Page 3 6 1 has ideas for math and science
  • Knowledge of how curriculum content is developed
    through dramatic play helps parents understand
    the value of this type of play

18
Tips for Teachers
  • Imitation of superheroes is common and
    controversial
  • Centers need to think through their policy on
    violent and/or superhero play
  • Beaty suggests focusing on the positive aspects
    of superhero play
  • Direct play into prosocial channels

19
Tips for Teachers
  • In order to help children with superhero play,
    adults should
  • Become familiar with what the children are
    watching
  • Figure out why the children are imitating the
    superheroes
  • Ask questions and talk about more appropriate
    choices for play
  • Better ways to solve the problem
  • Establish limits ahead of time
  • Invite real role models from the community to
    visit
  • Support community efforts to deal with marketing
    of violence to children
  • NAEYC comments on page 363

20
Dev. Appropriate and Multi-cultural/ Anti-bias
Act.
  • Pages 3 6 3-3 6 5 have 2 ideas for expanding a
    fingerplay and a song into dramatic play
  • Suggestion to use a familiar book or story as the
    basis of dramatic play.
  • Children act out the story
  • Changing the story is appropriate
  • Provide or have the children make simple props
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