DRAMATIC PLAYCenter

By: Jasmine Bryant & Taniqua Norman

Item #1 Dramatic Play Materials Housekeeping: Dolls, Child size furniture for

indoor and outside, Kitchen, dishwasher, sink, refrigerator, stove, telephone, table set, clothes (hat, shoes, and gender related clothes) utensils, Play food (from all cultures, ages and races).

Kinds of Work: Office, transportation, construction, farm, store, fire-fighter, doctor, mailman etc.

Fantasy: animals, dinosaurs, storybook characters

Nationalities: to learn more about themselves and their cultures

Leisure: Camping, sports, shopping Need enough materials where 3 or more

participants can participate without competition.

Plenty materials to encourage more complex play.

Outside furniture and toys: Dolls, strollers, Cars, Gas pump, Kitchen, House

Organized storage

Dramatic Play Materials

Diversity in Dramatic play

Item #2 In order to ensure that diversity is represented in the Dramatic Play Center

There will be a variety of costumes provided for the children to pick from that represent different careers as well as cultures. ( i.e. police man, Teacher, Doctor, Truck driver)

There will be variety of food from different cultures provided to be added to the selection in the food market.

The Dramatic Play area will be accessible to all children and provide things that are labeled in larger print as well as in different languages like English, Spanish, and French and the environment being built where it is accessible to children with disability. (i.e. Wheelchair accessible)

Item # 3 What skills and abilities do children develop from the experience of having daily access to materials and interactions during dramatic play?

Examine and develop relationships through parallel play.

Practice Language in different contexts ("Let's play hospital, you'll be doctor, you'll be the doctor first. You wear this.")

Explore Roles (“How does it feel to be...) Invent stories & sequence of events(Acting like a character from a favorite story book). Collaborate with others. Invent symbols to stand for real objects "Let's

pretend this block is our phone.")

Social and Emotional Benefits

As children are negotiating all the situations inherent in dramatic play in a group setting, they feel a sense of accomplishment and pride.

They learn how to model safe and socially appropriate ways to use equipment and materials.

Item # 4Teacher's Role in Dramatic Play

Children depend on teachers to provide basic needs which are: Physical Safety-Provide a safe environment and know the procedures

for an emergency. Emotional Security-A place where children can learn how to deal with

situations in a positive way. Sense of Identity-Behavior from children that helps them develop in a

reasonable way. Affiliation/Belonging-Regardless of the circumstances, children feel

accepted. Chance to Be Capable-Let children be risk takers with reasonable

boundaries. Sense of Purpose: Help children set goals.

What is the teacher’s role in facilitating learning with Dramatic Play materials? The benefits of dramatic play are maximized when teachers facilitate

play. Teacher support is a necessary component of developmentally

appropriate practice. Teacher interventions during play take on many possibilities such as;

assisting with problem solving, questioning, redirecting behaviors and helping children develop play themes.

Domain: Approaches to learning Strand 3: creativity and inventiveness Indicators: C11 represent reality in several ways You may observe your child play act as adult Strategies: that help support providing props, time, space and freedom to choose

activities. encouraging child to try new things in a new way.

Domain: Language and literacy Strand 1: Listening and speaking A9: Progress in abilities to initiate and respond appropriately in

conversation and discussion with peers and adults. You may observe the child extend/expand the thought or idea expressed

by another Strategies: Providing opportunities for the child to communicate with other children. Help aid children with proper word usage when holding peer

conversations.

Domain: Cognitive and General Knowledge Strand 3: Learning about Families and Communities D4: Expanding Relationships You may observe your child Participate in parallel play with other

children Strategies: Providing children various opportunities to interact with various of

children and adults within the room. Providing multicultural materials and opportunities for the child to play

in diverse environments with other children.

Domain: Social and Emotional Development Strand 3: Expression of feelings and self-regulation C5. use toys and other objects purposefully and safely. You may observe the child use props in pretend play that demonstrate the

understanding of their intended purposes (i.e. using play dishes and food to prepare a lunch)

Strategies: Engaging with children in dramatic play, demonstrating the intended way to

use toys and other materials. Modeling safe and socially appropriate ways to use equipment and materials. Reinforcing rules that promote safety and respect the rights of others to

share and have turns using materials.