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Cog Dev Presentation

This document discusses socio-dramatic play and its role in child development and learning. It defines socio-dramatic play, differentiates it from pretend play, and outlines Lev Vygotsky's socio-cultural theory which views play as a mechanism for cognitive development. The document also discusses how socio-dramatic play allows children to learn social and cultural norms, and the developmental benefits it provides. Finally, it offers suggestions for incorporating socio-dramatic play into classroom environments.

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98 views

Cog Dev Presentation

This document discusses socio-dramatic play and its role in child development and learning. It defines socio-dramatic play, differentiates it from pretend play, and outlines Lev Vygotsky's socio-cultural theory which views play as a mechanism for cognitive development. The document also discusses how socio-dramatic play allows children to learn social and cultural norms, and the developmental benefits it provides. Finally, it offers suggestions for incorporating socio-dramatic play into classroom environments.

Uploaded by

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© © All Rights Reserved
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Socio-dramatic
Play

Hannah Knight and Caitlin Petrou

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Question
Socio-dramatic play gives us insight
into how children develop into
fully-fledged participants in their
own cultures. Explain using
relevant literature, and illustrate
from your own experience.

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Key Learning Outcomes
1. Understand what socio-dramatic play is, including
key concepts, and be able to differentiate between
play a socio-dramatic play
2. Have an understanding of how socio-dramatic play
helps children develop into participants within their
own cultures
3. Know ways in which educators can incorporate
socio-dramatic play into a classroom environment

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Lev Vygotsky: Socio-cultural
Theory

Cognitive or higher mental functioning develops in stages

Development and learning are rooted and influenced by


society and culture

Three Stages of mental representation

Three themes that explain how social processes form


learning and thinking
1. The social sources of individual thinking
2. The role of cultural tools in learning and development
3. The zone of proximal development

Assisted learning and the need for scaffolding

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What is Socio-dramatic Play?
Play with the additional component of social interaction
with either a peer or teacher.
It goes beyond pretend play by incorporating characters,
their accompanying roles, behaviors and mental states
and enables children to practice taking [on] different
roles.
(Bluiett, T 2009)

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Vygotskian Perspective

Vygotsky believed that play supports childrens learning, but


in order for it to be a mechanism to propel child
development forward it must be made up of the following
three components:
1. Children create an imaginary situation
2. Children take on and act out roles
3. Children follow a set of rules determined by specific roles
(Bodrova, E 2008)

Vygotsky believed socio-dramatic play was not spontaneous;


instead it involved planning and rules

Play is a sociocultural activity, which creates a Zone of


Proximal Development (ZPD)

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Zone of Proximal Development

The dynamic and changing area between a persons


current level of independent functioning and what they
can achieve with the assistance of others

During play, a child is always behaving beyond his age,


above his everyday behaviorhe is a head above
himself play contains, in a concentrate form all
developmental tendencies; it is as if the child tries to
jump above his usual level play is a source of
development and created the zone of proximal
development
(Vygotsky, 1978, cited in Bodrova, 2008)

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Class Reflection

Using a piece of paper in your note book and Vygotskys


theory of ZPD outline:
- Where you are as
a learner
- Where you want to
go and who can help
you achieve this
- Instead of what you
can not do, what you
find difficult

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Class Activity

Imagine you are 5 years old. As a group create an


imaginative scenario that you can act out together

Ensure you follow the dot-points outlined on the cards


provided during your play

Be prepared to share/act your scenario out to rest of


the group

BE CREATIVE!!!

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Socio-Dramatic Play and
Culture

Development occurs through participation in the


sociocultural activities of a community

Children learn social roles, norms and values through


play

Content and roles vary depending on culture

Children are selective in what they choose to act out in


their play scenarios

Play is a way for children to discover the world around


them and explore new ways of expressing their ideas

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Developmental Outcomes of
Socio-dramatic Play

Developing new forms of thinking

Increased attention span

Promoting the development of self regulation

Practicing and learning oral language skills

Reading and writing skills

Imagination

Conflict resolution

Therapeutic

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Play in Todays Classrooms

A lot of the play in todays classroom does not fit


Vygotskys definition of socio-dramatic play as:

Children use realistic props and stereotypical play scenarios

Decline in quality and quantity of make believe play

Decrease in adult mediation of make believe play

Increase in toys and games that limit imagination

Increase in safety limits set by parents and teachers

However, recently Vygotskys theory has had a


resurgence

Walker Learning Approach (Kathy Walker)

Reggio Emilio

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How teachers can incorporate
SDP into the classroom

Incorporate opportunities for socio-dramatic play

Develop consistent and extended play scenarios

Use toys and props in a symbolic way

Introduce peer play sessions

Develop and maintain play roles and rules

Planning

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References

Bluiett, T 2009, The development of early socio-dramatic play, The University of


Alabama, Alabama, viewed 15.03.2015
<acumen.lib.ua.edu/content/u0015/.../u0015_0000001_0000137.pdf>

Bluiett, T 2009, Socio-dramatic play and the potentials of early language development
of preschool children, The University of Alabama, Alabama, viewed 15.03.2015 <
http://acumen.lib.ua.edu/content/u0015/0000001/0000137/u0015_0000001_0000137.
pdf
>

Bodrova, E 2008, Make-believe play versus academic skills: a Vygotskian approach to


todays dilemma of early childhood education, European Earl Childhood Education
Research Journal, 16:3, pp. 357-369, viewed 15.03.2015, <
http://dx.doi.org/10.1080/13502930802291777 >

Fromberg, D P & Bergen, D 2006, Play from birth to twelve, contexts, perspectives,
and meanings, 2nd edition, Taylor & Francis Group, New York, viewed 18.03.2015 <
http://books.google.com.au/books?hl=en&lr=&id=wVEBZPxfID8C&oi=fnd&pg=PA8
7&dq=sociodramatic+play+and+culture&ots=eXAOevkQ9h&sig=Yxkzth7-skqB9ZbM3
OBbuvKaoiY#v=onepage&q=sociodramatic%20play%20and%20culture&f=false
>

Woolfolk, A & Margetts, K, Educational Psychology, 3 rd edition, Pearson, NSW

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