Chapter 7 Social Studies and Dramatic Play “Children’s everyday experiences are the foundation of their social studies learning.” “Dramatic Play can help

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


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


Core of Social Studies

Social sciences Anthropology Sociology History Geography Economics Psychology


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


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


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


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


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


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


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


Developmental Theories Supporting Social Studies Multiple

Intelligences Howard Gardner

Sociocultural Theory Lev Vygotsky

Cognitive Developmental Theory Jean Piaget


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


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


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


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


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


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


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


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


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?


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


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


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


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


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


Primary-grade children Doll houses Skits Rag doll/tin man/marionette Imaginary machine Mirror images

Integrating Dramatic Play into the Curriculum (continued)


Dramatic Play and Other Issues Integration with other curriculum

areas Language and literacy Math and science concepts

Developmentally appropriate activities


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


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


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


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


Field Trips

Walking trips

Neighborhoodwalks

Mini-fieldtrips

Specific-purposefield trips

Majorfield trips


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


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)


Reflect on This How can a school or center program

connect children to the community if they cannot take field trips?


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


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


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


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


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


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


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


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


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


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


Documents

Chapter 7 Social Studies and Dramatic Play “Children’s everyday experiences are the foundation of their social studies learning.” “Dramatic Play can help