Dramatic Play Skills By Lisette Lopez

Dramatic Play: Dramatic play can be defined as a type of play where children accept and assign roles, and then act them out. It is a time when they break through the walls of reality, pretend to be someone or something different from themselves, and dramatize situations and actions to go along with the roles they have chosen to play. And while this type of play may be viewed as frivolous by some, it remains an integral part of the developmental learning process by allowing children to develop skills in such areas as abstract thinking, literacy, math, and social studies, in a timely, natural manner.

Roberto Claudio Roberto Claudio is a 4.5 year old young boy . Roberto has been attending Sharon Baptist Head Start for the past 5 months. He has an older sister which he loves dearly. His parents and grandparents speak to him in both English and Spanish language which he has grown to learn and is able to communicate with his peers who’s native language is Spanish. Roberto is very energetic and talkative that sometimes needs reminders to ease down. He has extremely strong verbal skills, has a great memory, loves listening and re-telling books. Roberto is very interactive with his peers and teachers and is always eager to learn. One thing Roberto needs constant reminders in is with his frustration. He begins yelling loudly at his peers and crying when problems occur.

Setting: Block Area Roberto loves to work at the block area with his peers. He likes to assign roles; often the leader. In this particular setting, Roberto is building a building for all his “Angry Bird” figures. (he has brought in his angry bird figures for show and tell) He puts on the construction uniform and begins hammering away his structure. He tells his friend to make sure he has all the tools ready for him because he is his helper. While stacking the blocks, he used the measuring tool to measure the side of the rectangular block along with a cylinder. When I asked him why he was measuring the block he said “ because I need to make sure the yellow angry bird can go in and stay safe”. He continues to built his structure along with his assistance even using foam color blocks. Roberto has great creativity and imagination skills.

Dramatic Play Skills Checklist Item Evidence Dates __ Does pretend play by himself _x_ Assigns roles or takes assigned roles Took role of the constructer and assigned his peer to be his helper March 2014 _x_ Needs particular props to do pretend play Used tool box and construction uniform _x_ Takes on characteristics and actions related to roles Takes measurement of blocks before building his tower _x_ Uses language for creating and sustaining plot __ Enacts exciting danger-packed themes Talked about how he was going to build the tower for all his “Angry Birds”. No

Areas of STrength Roberto shows fondness of peers in time of distress. If he witnesses one of his peers in a conflict or crying he immediately comes to their rescue. Re- telling of stories especially “The Three Little Pigs” is one of his favorite stories. Dramatizing and using his imagination throughout work time especially at the block area. Uses acceptable language and social rules during communication with others. Demonstrates fine/gross motor manipulative skills. Uses number concepts and operations.

Areas needing strengthing Roberto needs constant redirection of using inside voice during conflict with peers. He tends to yell at his friends like for example, if a friend doesn’t want to play with him or during parallel play, if a friend has something he wants like a square magnetic tile to built his tower and the friend says no, he immediately reacts and begins crying and yelling at his friend. Sometimes when Roberto doesn’t get his way can be a burden as well.

Authentic Learning Experiences To build on Roberto’s area of need I would have two of his peers role play his anger behavior. To his way he can experience how it feels and look when he behaves in the inappropriate manner. I would then ask him how did his friends look and feel during their behavior. Reinforce how to solve social problems through negotiation. Read him a story about feelings like “When Sophie gets Angry, Really, Really Angry” by Molly Bang Provide him with feedback and praise Problem-solving skills Ensuring positive attention can help facilitate a healthy outcome.

A B C D During transition to areas, Roberto(A), will be able to accept that the block area is full (C) I will assign him to the computer area until block area is available.(B). He will wait patiently without distress and work at the computer area until it’s his turn (D).

Children’s Pretend Play by Years 1 Year- Engages in single acts of symbolic play 2 Years- Replays fragments of everyday experiences (may use props; mostly solitary play) 3 Years- Often needs particular props for play with group; will take roles assigned by more mature player 4 Years- Assigns roles; takes assigned roles; often the leader (parallel or group play) 5 Years- Mostly group play; more complex scenarios; more language

Observing Children in Dramatic Play “The importance of dramatic play for children’s development of thinking, speaking, forming relationships, seeing things from another’s perspective, and learning social and prosocial skills put it at the top of the list of daily curriculum activities” (beaty, 2014).

Video at block play

References Beaty, J.J. (2013). Observing Development of the Young Child. (8th edition) New Jersey: Pearson, Merrill Prentice Hall