Dramatic activities, tasks that unite language learning with bodily movements, voice intonation, emotion, and imagination, may be eased into the traditional classroom structure to enrich and enhance the intellectual aspects of language learning and to motivate students. These activities can be modified to meet the needs and difficulty levels of…

BY PROVIDING INSTRUCTIONS AND SAMPLE SCRIPTS, THE AUTHOR SHOWS TEACHERS HOW TO BROADEN THE ENVIRONMENT OF HANDICAPPED CHILDREN THROUGH DRAMATIC PLAY. TECHNIQUES OF PLAY PLANNING, MATERIALS, ADAPTATIONS FOR HANDICAPPED CHILDREN, PLAY ORGANIZATION, AND PLAY PRESENTATION ARE DISCUSSED. NINE PLAY SCRIPTS AND FOUR MUSICAL REVIEWS DEVELOPED BY…

THROUGH INDIVIDUAL AND GROUP EXPERIENCES IN CREATIVE DRAMATICS, CHILDREN CAN DEVELOP SELF-REALIZATION AS THEY BECOME INVOLVED IN THINKING, FEELING, AND EXPERIENCING. CREATIVE DRAMA AFFORDS AN OPPORTUNITY FOR THE CONSTRUCTIVE CHANNELING OF EMOTIONS, DEVELOPS APPRECIATION OF THE WONDERS AND BEAUTY OF THE WORLD, PROMOTES THE ACQUISITION AND RETENTION…

This play, commissioned by Project Head Start, is designed to stimulate discussion and deepen understanding of key issues surrounding the confusion and conflicts that often arise when parents and professionals become entangled in disputes over "who is in charge" of the Head Start program. Guidelines for a discussion session following presentation…

Children seem to learn language more quickly when movement precedes language use. (JH)

Discusses aspects of movement education including its function, activities, materials, and relation to dramatic play. (JMB)

Presents results of a study indicating that constructive and dramatic play contexts affected language to the extent that children use more exophora in the constructive context and more linguistic verbs, third-person pronouns, and displaced reference tenses in the dramatic context. (HTH)

In answer to points raised by Dansky (1985) about specific inferences from Simon and Smith's study (1985) and broader issues about a single-session paradigm used in play and problem solving studies, Simon and Smith argue that their study adequately demonstrated how methodological factors in paradigm can swamp the effects of any treatment…

This document features a lesson plan in which students work in teams to act out different ecosystem services, describe several free services that biodiversity provides to human, and explain how these services make life on earth possible. Samples of instruction and assessment are included. (KHR)

Formal plays offer opportunities for a child to develop skills in memorization oral expression, teamwork, and leadership. (Author)

Draws the connection between childhood play and the unifying, actualizing effects of play in human experience. Examines the concept of play and its integrative function from multidisciplinary perspectives, giving a paradigm for looking at the play process in other expressive forms such as ritual, art, and aesthetic experience. (JMF)

Evaluates the effects of an intensive period of dramatic play upon the cognitive structures of 12 three- to five-year-old children. (CM)

Presents the view that the play environment provides the necessary outlets that stimulate the development of the whole child. (SS)