The traditional kindergarten program often reflected a rich but generic approach with creative contexts for typical kindergartners organized around materials (manipulatives or dramatic play) or a developmental area (fine motor or language). The purpose of kindergarten reflected beliefs about how children learn, specialized training for…

Discusses criteria of young children's dramatic play and various definitions of pretend play characteristics. Delineates differences and similarities between dramatic play and drama. Concludes that the term "dramatic play" can cover all kinds of pretend play, including symbolic, representational, imaginative, fantasy, thematic,…

This description of the development of imagination and fantasy in children outlines how children view their fantasies, imaginings, imaginary companions, and lies at different stages of development. Main topics include (1) the purposes of fantasy; (2) fantasy in preschool children; (3) imaginative games and dramas; (4) promotion or inhibition of…

There are several benefits in engaging children in dramatic plays. Aside from the motor skills involved in performing in a play, children are provided with opportunities in building their physical development. In addition, children can also enhance their language, social, and emotional development when they participate in dramatic plays. In this…

Fingerplays are enjoyable and versatile additions to program activities and can provide an informal opportunity to practice manipulative and coordination skills. As an instructional supplement in a variety of content areas, this form of dramatic play fosters the development of intellectual and language skills. Caregivers of young children often…

Drama can enhance creativity for young children. Opportunities to participate in dramatic play activities and creative dramatics should be included in the experiences for young children. Through creative dramatics and dramatic play, children develop cognitive, motor, social and emotional behaviors, and they develop aesthetic appreciation. Dramatic…

Discusses improvements in playground design and how playgrounds for young children can be further improved by more focus on gross-motor, social, dramatic, and constructive play. Also examines the largely negative role of activity panels that many playground companies include on their structures, noting that such panels often present academic…

Children's lives are infused with stories at home, at school or the library, and in the media. This article discusses how to harness the power of literature and use it to develop positive character traits in young children. Storytelling is a fundamental way in which human beings process and share events as well as the feelings surrounding those…

Learning through the arts has the potential to stimulate open ended activity that encourages discovery, exploration, experimentation and invention, thus contributing to children's development in all areas of learning and helping to make the curriculum meaningful to them. In this book, the author draws on her extensive experience of promoting young…

Emerging literacy is a vital concern not only for whole language enthusiasts but also for all concerned with helping each child extend his or her individual literacy development. By avoiding a traditional, behavioristic, reductionist, readiness-oriented classroom, the primary school teacher provides a greater opportunity for creating a natural…

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)

The amount of violence and inappropriate information that children receive through television and other media is a matter of concern. This paper reviews the values of fantasy play and compares those values with the effects of television viewing on New Zealand children. Both obvious and subtle messages that children receive from television are…

Describes how the personal narratives of Vivian Paley led one early childhood specialist to surprising insights about the ways young children and adults learn. Focuses on the role of children's storytelling and playacting in supporting thinking, classroom discipline techniques, and using children's thinking to improve one's teaching skills. (KB)

Reviews the way in which story dramatization stimulates children's development. Discusses five steps in the process of story dramatization. (BB)

The findings of nine studies comparing the symbolic play of middle-class and lower-class children are summarized and examined in detail. Related research problems are discussed and directions for future research are indicated. Examination of the studies indicated that few general conclusions can be drawn from them about the relative quality of…