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    Chapter 12 Chapter 12 Presentation Transcript

    • Chapter 12
      Dramatic Play and Creative Dramatics
    • Overview
      Play is the natural language of children
      Toddlers love pretend
      They demonstrate object hunger
      Dramatic play is the most valuable form of children’s play
      Play ideas emanate from children’s experience
    • Definitions
      Fantasy element of dramatic play serves many purposes
      Dramatic play
      Spontaneous play that can be expanded or repeated over and over just for the fun of it
      Creative dramatics
      The improvised drama of children
      Pantomime
      The art of conveying ideas without words
      Sociodramatic play
      The highest level of symbolic play
    • Developmental Stages of Dramatic Play
      Piaget—play in terms of cognitive development
      Practice play
      Symbolic play
      Games with rules
      Smilansky—four types of sociodramatic play
      Functional play
      Constructive play
      Dramatic play
      Games with rules
    • Developmental Stages of Dramatic Play(continued)
      Maxim—play in two dimensions
      Social dimension
      Content dimension
    • Understanding of Fantasy and Reality in Young Children
      Dramatic play helps children separate what is make-believe from what is real
      The younger the child, the more play is rooted in fantasy
      By age five, children start to differentiate when they are pretending and when they are in the real world
      Encourage use of language to help them differentiate
    • Planning and Preparing the Environment
      Environment should support pretending
      Teacher’s role
      Serve as facilitator
      Provide time, space, materials
      Assist children in learning social interaction
      Monitor area so that all children can participate
      Value play
      Safety
      Anti-bias
      Furniture and equipment considerations
    • Adaptations for Children with Identified Needs
      Apply only those rules needed for safety
      Let the child take the lead
      Clearly define space
      Encourage verbalization
      Offer familiar materials
      Dress-up clothes—easy on and off
      Supply supportive seating to offset fatigue
    • Prop Boxes
      Materials to enrich a theme
      Consider storage and label clearly
      Consider many sources for materials
      Recycled or donated
      Clothes for dramatic play
      Access
      Variety of roles, traditional, unisex
      Variety of cultures
      Squares of material, scarves
    • Integrating Dramatic Play into the Curriculum
      Infants
      Doll corner
      Home living area
      Push-and-pull toys
      Crawling and climbing area
      Toddlers
      Home living area
      Dress-up clothes
      Prop box
      Puppet and mask play corner
      Beauty/barber shop
    • Integrating Dramatic Play into the Curriculum (continued)
      Preschoolers
      Travel agency
      Ship
      Train station and train
      Airport and airplane
      Supermarket/grocery store
      Farmer’s market/Mercado
      Picnic
      Ants at a picnic
    • Integrating Dramatic Play into the Curriculum (continued)
      Primary-grade children
      Rag doll/tin man/marionette
      Paper exploration
      Imaginary machine
      Mirror images
    • Dramatic Play and Other Issues
      Integration with other curriculum areas
      Language and literacy
      Math and science concepts
      Tips for teachers
      Superheroes
      NAEYC recommendations regarding superheroes play
      Developmentally appropriate and multicultural/anti-bias activities