Sociodramatic play, which combines role play and dramatization, is suitable for elementary and secondary language classrooms. It is learner centered and caters to varying language abilities. Children draw upon their existing experiences as the basis for their play. Teacher input is essential. The paper examines advantages and disadvantages of this…

Presents thoughts of teachers (many from Lee Expressive Arts Elementary School in Columbia, Missouri) on why they engage in the expressive arts and literature. Offers specific examples of how teachers explore life and literature through drama, music, and art with 22 children's books. (SR)

A study in a south Texas preschool found that Mexican American children, when given the opportunity to engage in sociodramatic play, displayed various language functions needed for the development of early literacy skills. The preschoolers created elaborate monologues and dialogue in their native language (sometimes in their second language),…

Describes Vygotsky' view of play and its contribution to children's development. Presents developmental paths of play, focusing on the development of imaginary situations, explicit roles, and implicit rules. Describes how play leads to literacy and supports self-regulation, and ways early childhood teachers can facilitate play through promoting…

Discusses adverse effects of FCC deregulation of children's television programming on children's play behavior. Discusses the difference between play and imitation, the role of high quality dramatic play in healthy child development, the popularity of war play, and use of toys to increase dramatic play. Considers ways to help children gain control…

In this article, the author describes some of the key research findings that demonstrate the relationship between school readiness and preschool play. She begins with definitions of both school readiness and play, and then describes the teacher's role in ensuring that play is used effectively to promote school readiness. The author goes on to…

In contemporary drama education theory, much emphasis has been placed on the value of improvisation and role drama for contributing to the development of students. Working through role in improvisational formats has been thought to provide students with unique opportunities for understanding self and others by creating contexts that allow for…

This article presents the Let's Talk project as a different approach to oral language development. This approach was based on observations of classrooms in the Netherlands where children talked at large tables while playing with miniature figures representing people and objects they were familiar with in their daily lives. It was also influenced…

Drama can act as a bridge between the classroom and the real world in teaching students to communicate in a second language. Teaching techniques using drama to help improve students' pronunciation of English as a second language are described, as they relate to articulation, pitch, volume, rate, and variety. (CB)

Discusses the value of tool-use activities to help toddlers develop emerging skills, experience creative expression, and understand means-end relationships. Provides examples of opportunities for using objects as tools, including language acquisition, self-help activities, dramatic play, sensory experiences, and object manipulation. (DST)

This package of patriotic learning activities refers to historic tales about colonial days, Black history, and the contributions of the states to America's wealth and history. Poems, skits, riddles about states and presidents, and a play featuring mock presidential interviews are included. A Save-the-Statue-of-Liberty project is noted. (PP)

Early and ongoing exposure to entomology promotes interest in insects, minimizes fear of nature, and instills appreciation for biodiversity. Three effective ways to introduce young children to the study of insects are: live collections for observation and investigation, re-creation of insects through artistic constructions to learn structure and…

Explored contributions of complex sociodramatic play (CSP) in early childhood to self-regulation development for impulsive and nonimpulsive preschoolers. Found that Time 1 CSP positively correlated with, and solitary dramatic play negatively correlated with, self-regulation during Time 2 clean-up periods. The CSP/self-regulation relationship was…

Suggests that children will become more constructively involved during outside play time if teachers and caregivers plan and implement outdoor learning centers and change them frequently. Identifies four kinds of play and describes appropriate learning center activities for each. (BB)

Describes a set of techniques designed to provide teacher support for children engaged in story re-enactment. The techniques were developed at the Early Childhood Development Center at the University of Vermont, and found to be useful with preschool children. (BB)