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Chapter 7Social Studies and
Dramatic Play
“Children’s everyday experiences are the foundation of their social studies learning.”
“Dramatic Play can help children grow in social understanding and cooperation…”
(Diener, 2010)©2015 Cengage Learning. All Rights Reserved.
Social Studies Prepares children with
knowledge, skills, and attitudes they need to participate in and contribute to their world
Focuses on ensuring that children feel good about themselves first so that they can eventually make positive contributions to society
Provides firsthand experiences with the world
©2015 Cengage Learning. All Rights Reserved.
Social Studies Builds on what children know and are
interested in Focuses on hands-on learning about
relevant themes rather than the teaching of isolated facts
©2015 Cengage Learning. All Rights Reserved.
The NCSS Curriculum Standards: 10 Themes Culture Time, continuity,
and change People, places,
and environments Individual
development and identity
Individuals, groups, and institutions
Power, authority, and governance
Production, distribution, and consumption
Science, technology, and society
Global connections Civic ideas and
practices
©2015 Cengage Learning. All Rights Reserved.
Core of Social Studies
Social sciences Anthropology Sociology History Geography Economics Psychology
©2015 Cengage Learning. All Rights Reserved.
Purpose of Social Studies Understanding each child’s uniqueness while
connecting her to family, community, the nation, and the world
Develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an independent world
Develop a positive self-concept, understand role in the family, become aware of own and others’ cultural heritage, function in a multicultural classroom environment, and understand the need for rules and laws
©2015 Cengage Learning. All Rights Reserved.
Play is the natural language of children and is at the core of developmentally appropriate practice
Infants imitate others Awareness of human expression, gestures, and
sounds is the beginning of creative thinking
Toddlers love pretend Dramatic play is most valuable form of children’s
play Helps children grow in social understanding and
cooperation as they try out adult roles and new ways to solve problems
Play
©2015 Cengage Learning. All Rights Reserved.
Dramatic Play Defined Dramatic play
Free play of children Spontaneous play that can be
expanded or repeated over and over just for fun
Sociodramatic play The highest level of symbolic play Happens when at least two children
cooperate in dramatic play Involves two basic elements
Imitation and make-believe
©2015 Cengage Learning. All Rights Reserved.
Developmental Stages of Dramatic Play Parten’s Developmental Stages of Play
(play in terms of social behavior) Unoccupied behavior Onlooker play Solitary play Parallel play Associative play Cooperative play
©2015 Cengage Learning. All Rights Reserved.
Developmental Stages of Dramatic Play (continued)
Piaget Play in terms of
cognitive development
Practice play
Symbolic play
Games with rules
Smilansky Four types of
sociodramatic play
Functional play
Constructive play
Dramatic play
Games with rules
©2015 Cengage Learning. All Rights Reserved.
Fantasy Play Serves many purposes
Allows child to accomplish through imagination what she is unable to do in reality
Relieves emotions Offers a way for child to
interpret the world Offers a vehicle for
expression if the child is feeling shy or insecure about verbalizing
©2015 Cengage Learning. All Rights Reserved.
Understanding of Fantasy and Reality in Children Dramatic play helps children separate
what is make-believe from what is real The younger the child, the more play is
rooted in fantasy By age 5, children start to differentiate
when they are pretending and when they are in the real world
Encourage use of language to help them differentiate
©2015 Cengage Learning. All Rights Reserved.
Developmental Theories Supporting Social Studies Multiple
Intelligences Howard Gardner
Sociocultural Theory Lev Vygotsky
Cognitive Developmental Theory Jean Piaget
©2015 Cengage Learning. All Rights Reserved.
Planning and Preparing the Environment
Provide unstructured time, adequate space, flexible materials, and uninterrupted opportunity for the children to enjoy dramatic play
Environment should say, “Pretending is welcome here!”
Environment should support pretending and allow children’s input
Furniture and equipment considerations
©2015 Cengage Learning. All Rights Reserved.
Setting the Stage for Dramatic Play Provide stimulating props, unstructured
time, and adequate space for dramatic play
Create curtains, windows, a fireplace, and real plants to make the area home-like, comfortable, and welcoming
Select props that are authentic and can be used naturally and safely
©2015 Cengage Learning. All Rights Reserved.
Setting the Stage for Dramatic Play Change props frequently and include
ones that reflect different cultures Avoid props and activities that are sexist
or racist Select dress-up clothes and outfits that
are simple, durable, and easy to get on and off
©2015 Cengage Learning. All Rights Reserved.
Changing the Stage Some teachers keep the home living
(housekeeping) area intact as a permanent center and set up a second dramatic play area that expands the theme of the lesson plan or project in which the children are involved Others, who are limited in classroom
space, may choose to have a dramatic play center that changes periodically and sometimes will include the kitchen area or another room in the home
©2015 Cengage Learning. All Rights Reserved.
Changing the Stage Others take the dramatic play center
outdoors to take advantage of the additional space available Outdoor dramatic play often incorporates
wheel toys, wagons, and tricycles to create scenarios like an ambulance rushing to help sick people, a gas station, a drive-through car wash on splash day, and much more
©2015 Cengage Learning. All Rights Reserved.
Basic Equipment The basic equipment for the home
living/dramatic play center should be Child-sized furniture made of wood or
sturdy plastic including tables, chairs, rocking chair, and shelves
“Play” sink, stove, and refrigerator Full-length mirror Dolls of both sexes representing different
cultural features and skin coloring Doll bed or cradle Two sturdy, nonworking telephones
©2015 Cengage Learning. All Rights Reserved.
Clothes for Dramatic Play Variety of roles,
traditional, unisex Easy access Use to teach dressing
skills Durable Safety Storage and display
location Variety of cultures
should be represented
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Prop Boxes Contain materials to enrich play
around a theme Consider many sources for materials
such as recycled or donated materials Materials support group play
Safe, attractive, durable, and appropriate
There is a wide variety of materials that are relevant to the theme Literacy is an integral part of this prop
box©2015 Cengage Learning. All Rights Reserved.
Prop Boxes Materials support language,
sociodramatic play, social skills, fine motor, and gross motor development
The box is well put-together and organized Materials are properly stored and
labeled
©2015 Cengage Learning. All Rights Reserved.
Reflect on This If there are only Anglo children in a
classroom, why is it important to have representation from many cultures in all areas of the early childhood classroom?
©2015 Cengage Learning. All Rights Reserved.
Easy-to-Make Puppets Hand puppets
Finger puppets Hand, glove,
and mitt puppets
Paper plate or bag puppets
Marionettes Controlled by
strings
Shadow puppets Translucent screen Light source from
behind Stick or rod puppets
Single stick—dowel rod, tongue depressor, craft stick, and the like
Wooden spoon
©2015 Cengage Learning. All Rights Reserved.
Puppet Making Materials Should be available on a regular basis for
whenever a child wants or needs to create a puppet
Materials include
BoxesButtons and wiggly eyesClothespinsCloth scrapsMarking utensilsEgg cartonsFeathersGlovesLeather scrapsMagazines, catalogues
Office suppliesPaper productsSocksSticksStyrofoam ballsTapeWooden spoonsWood scrapsYarn
©2015 Cengage Learning. All Rights Reserved.
Suggestions for Placement and Storage of Puppets Have a puppet center Place puppets throughout the classroom Children should be able to move puppets to
other locations in the classroom Have clear guidelines for use of puppets Stage isn’t necessary for creative,
spontaneous use Story apron
Ideas for creating stage
©2015 Cengage Learning. All Rights Reserved.
Integrating Dramatic Play into the Curriculum Infants
Doll corner Home living area Push-and-pull toys Crawling and climbing area
Toddlers Home living area Dress-up clothes Prop box Puppet and mask play corner Beauty/barber shop
©2015 Cengage Learning. All Rights Reserved.
Integrating Dramatic Play into the Curriculum (continued)
Preschoolers Travel agency Ship Train station and train Airport and airplane Supermarket/grocery store Farmer’s market/Mercado Picnic Ants at a picnic
©2015 Cengage Learning. All Rights Reserved.
Primary-grade children Doll houses Skits Rag doll/tin man/marionette Imaginary machine Mirror images
Integrating Dramatic Play into the Curriculum (continued)
©2015 Cengage Learning. All Rights Reserved.
Dramatic Play and Other Issues Integration with other curriculum
areas Language and literacy Math and science concepts
Developmentally appropriate activities
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Preparing for Puppet Play Introduce the puppets
Types depend on ages and development of children
Use different types Alternate activities to address needs of
learning styles and developmental domains
Teacher should model the use of puppets during group time across curricular areas (especially focusing on nonviolent behavior)
Teacher and children should create and use puppets together
©2015 Cengage Learning. All Rights Reserved.
Puppets Across the Curriculum
Puppets can Speak in all languages Along with props, expand the language arts
center In digital age, reinforce the need for high touch Enhance storytelling Help reinforce cooperation, rules, and problem
solving Emphasize the importance of listening Be included in outdoor play
©2015 Cengage Learning. All Rights Reserved.
Goals of Social Studies Develop a child’s positive self-concept Further an understanding of a child’s role
in the family Develop an awareness of a child’s own
cultural heritage Provide an inclusive, multicultural
classroom environment Develop an understanding of the need for
rules and laws Teachers provide daily role models
©2015 Cengage Learning. All Rights Reserved.
Activities that Support Goals of Social Studies Stories and drawings Activities specific to families and homes Maps or place awareness
Three-dimensional Story mapping
Time lines for primary-aged children Personal Interactive timelines
©2015 Cengage Learning. All Rights Reserved.
Field Trips
Walking trips
Neighborhoodwalks
Mini-fieldtrips
Specific-purposefield trips
Majorfield trips
©2015 Cengage Learning. All Rights Reserved.
Planning for Successful Field Trips Decide what an appropriate field trip
should provide Select the site Visit the location Plan for the trip Take the trip Prepare follow-up activities Evaluate the trip
©2015 Cengage Learning. All Rights Reserved.
Careful planning also includes Preparing
yourself Preparing the
children Preparing the
families
Enjoy!!!
Safety first Charged cell
phone Emergency
contact numbers First-aid kit Count heads
Follow-up and assessment
Planning for Successful Field Trips (continued)
©2015 Cengage Learning. All Rights Reserved.
Reflect on This How can a school or center program
connect children to the community if they cannot take field trips?
©2015 Cengage Learning. All Rights Reserved.
Technology in Social Studiesand Dramatic Play Children can use the Internet or the teacher
can develop a WebQuest to research social studies or dramatic play topics
Barcode scanners, mobile telephones, portable computers, cash dispensers, and parking lot ticket machines can be integrated into dramatic play scenarios
Photos or videos taken by students’ families on vacation can be integrated into lessons about different cultures and countries
©2015 Cengage Learning. All Rights Reserved.
Multicultural Materials People from different cultures are different
in a variety of ways, including ways of looking at things, dressing, and expressing personality
Permeate daily classroom life through frequent hands-on activities that explore similarities and differences Beginning with but not limited to who is
represented in class
Children can be introduced to differences and similarities by including multicultural materials throughout the classroom
©2015 Cengage Learning. All Rights Reserved.
Multicultural/Anti-BiasActivities Evaluate your classroom to ensure
this approach is supported Activities that can utilize this
approach Family quilts Making the class into a neighborhood
©2015 Cengage Learning. All Rights Reserved.
Dramatic Play for Each and Every Child Apply only those rules needed for safety Let the child take the lead Monitor interactions and gradually
decrease direct intervention Encourage verbalization Offer familiar materials Use puppets and props that provide an
obvious cue Dress-up clothes—easy on and off Supply supportive seating to offset
fatigue©2015 Cengage Learning. All Rights Reserved.
Creating Partnerships with Families Acknowledge and respect children’s
home language and culture Obtain family input from all involved
persons Focus on building and maintaining
reciprocal relationships Build a sense of trust Post weekly menus and lesson plans Invite them to visit the classroom Guide them into making prop boxes at
home with their children
©2015 Cengage Learning. All Rights Reserved.
Creating Partnerships with Families (continued)
Develop communication systems Include use of emails or technology
Governing or advisory groups must include family as members
Family get-togethers Open houses
Family-teacher conferences Invite family members to share interests Complementary learning supports
©2015 Cengage Learning. All Rights Reserved.
Taking Puppets Home Send families information via letters or
e-mails about puppet presentations in the community
Send families notes and letters in their native languages
Conduct informal family meetings Start a puppet lending library
©2015 Cengage Learning. All Rights Reserved.
Guidance for Superhero Play Show children that superheroes are not special
just because they are physically powerful Point out when superheroes show kindness and
helpfulness to others, and show appreciation to the children when they do the same
Talk about real heroes and heroines with children
Help children build on their interests through superhero play, such as space travel or insects
©2015 Cengage Learning. All Rights Reserved.
The Teacher’s Role Provide time, space, materials Monitor area so all children can
participate Assist children in learning social
interaction and problem solving Keep developmental capabilities in mind Value play Safety Anti-bias in approach and materials Serve as facilitator
©2015 Cengage Learning. All Rights Reserved.
Tips for Teachers Include diverse individuals in wall and
room decorations When children see themselves reflected
in classroom materials, they understand that who they are is valued, accepted, and deemed important
Use language with children that demonstrates an acceptance of all cultures Word choices indicate acceptance and
often determine behavior in children
©2015 Cengage Learning. All Rights Reserved.
Tips for Teachers Field trips and guest speakers are
reflective of many cultures Students have an opportunity to see
themselves or individuals in their communities as something of value
©2015 Cengage Learning. All Rights Reserved.
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