In lieu of language lab attendance, second-year language students had the option of attending a drama lab. This program has met with great success. The objective of the lab is to improve skills in pronunciation, intonation, and stress patterns. Also, an environment is created in which the student feels at home with the target language. (PJM)

The effects of two types of play experiences (constructive and dramatic) on 64 preschool children's perspective-taking performance were studied. (Author/MP)

This article gives many suggestions for using drama in the foreign language classroom. (CFM)

Examined the influence of curriculum preparation on children's content knowledge of dramatic play centers' themes, dramatic play behavior, and theme-relevant conversation during play. Found that theme familiarity may have been a critical factor. Posttest content knowledge was positively related to frequency of dramatic play. Teacher effects on…

Discusses how prop boxes enhance learning and are resources in multicultural and nonsexist primary education, focusing on play, experimentation, and cooperation. Examines integration of prop boxes into the curricula and activities, and presents examples of generic and specific multicultural prop boxes that incorporate art, music, foods,…

Reviews articles from the "Journal of Research in Childhood Education" on the advantages of decreased teacher-student ratio, cross-cultural child development comparisons, developmentally appropriate classroom play, teacher choices related to observational schemes; cross-typed sexual roles and children's perception, and the positive…

Discusses "socio-play," an innovative Soviet educational philosophy geared to developing individual and group creativity using theatrical techniques in the classroom. Describes how to use several theatrical games and acting techniques in the classroom, and discusses results. (SR)

States that the need for developing creative thinking is currently seen as one of the most pressing needs in the Soviet Union. Describes an innovative aesthetic elementary education program in which students, teachers, and parents work together. (SR)

Two experiments with eight language handicapped and four nonhandicapped preschool children examined the process of training preschool children to act out themes and exchange roles according to sociodramatic play scripts. Results suggested that such a program may benefit both handicapped and nonhandicapped children by enhancing interaction and…

Reviews research on the use of sociodramatic play in developing preschool literacy skills, outlines the development of play centers which can be used to facilitate literacy development, and offers practical suggestions for acquiring the materials needed for the construction of such centers in preschool classrooms and facilities. (MDM)

Three hundred preschoolers aged 3 through 5 were tested for their cognitive style and their preferences for different play areas. Results indicated that field-independent (FI) children (socially detached with high analytical abilities) preferred physical and block play more than field-dependent (FD) children (socially adept and sensitive) and that…

Improvisation teaches students that they have the power to create. Drama can be a rehearsal for life, where students learn from successes and mistakes. Topics for improvisation can relate directly to class work or stimulate discussion of new topics. The article examines three steps for teaching improvisation (verbalization, visualization, and…

This study assessed effects of teaching sociodramatic play skills to three children (ages five to nine) with autism. Positive changes were observed in play, language, and social skills. These changes generalized across toys and settings, although little generalization to other play partners occurred. (Author/DB)

Literacy materials were added to preschoolers' play areas. The teacher encouraged some of the children to use the materials. Observations revealed that children who received encouragement engaged in more literacy-related play than other children. Subsequent literacy assessments revealed no differences in literacy between the groups of children.…

Describes a research project that focused on the work of a teacher and students in an afterschool drama class during two academic years. Explores the development of the researchers' and the teacher's increased understandings about effective processes for story development in dramatic contexts. (SR)