Play in the Preschool Classroom - Leadership to INtegrate the Early ...

Play in the Preschool Classroom
203
Table I. Socioemotional Significance of Sociodramatic Play
Type of Skills
Socioemotional
Negotiation
Problem Solving
Perspective Taking
Role Taking
Cooperation
Social Understanding,
and Related Skills
Theory of Mind
Process
In sociodramatic play, a child’s capacities to reflect before acting, sense the perspective and emotional
experiences of others, and self-regulate emotional experiences are enhanced.
As a child engages in play with peers, s/he explores issues of control and compromise as s/he negotiates
with their peers. Such negotiations help a child communicate with others more effectively.
During play with peers, a child’s ability to problem solve is promoted because s/he exposed to various
ways of problem-solving and conflict-resolution.
In sociodramatic play a child has to take the perspectives of others, understand their pretend and real
emotions, and be able to regulate his/her actions accordingly.
Play enables and improves a child’s role-taking ability. This is because as a child shares his/her
emotions and responses during play, s/he develops sensitivity to the needs and views of others.
Play improves a child’s ability to cooperate; evidenced by a child’s ability to work with others on a
task.
As a child develops relationships and encounter problems, s/he extends his/her skills by finding
strategies that work and how to sustain relationships. Also, in play a child practices and extends what s/
he knows about sharing, turn-taking, self-restraint, working in a group, and getting along with others.
Pretend play is an early indication of a child’s ability to recognize mental states in others. Through play
a child first comes to understand self-awareness, the distinction between pretend and reality, and the
intentions of others.
whether play is used to promote learning and development
depends on teachers’ beliefs, practices, and
contexts (Hadley, 2002; McLane, 2003).
Hadley (2002) identified two types of teacher
involvement: outside the flow or inside the flow. When
a teacher is outside the flow, his/her involvement in
play is meant to prompt reflection on the part of the
children, which may lead to the modification and
extension of play. The following is an illustrative
example of an interaction between Miss Teri (who is
outside the flow) and two preschoolers (Brandon and
Calvin) who are packing suitcases:
Miss Teri: I see that you’re a packing your suitcases, are you
going on a trip somewhere?
Brandon: Yes, we are going on a Christmas vacation to visit
grandpa and grandma.
Calvin: We go to grandpa and grandma’s place for Christmas
every year. All the family comes there to see them.
Miss Teri: Why does all the family go there to see them at
Christmas?
Calvin: Mom says that is the only time all the family can be
together.
Miss Teri: How are you getting to grandpa and grandma’s
place?
Brandon: We will drive there.
Miss Teri: Did you get any presents for grandpa and grandma?
Are you getting presents for anyone else too?
On the other hand, a teacher situated inside the
flow of play takes on a role as a participant (Hadley,
2002), and can communicate to extend play. Once a
teacher gets inside the flow of play, communication
with children is direct and unmediated (Hadley,
2002). Thus, it becomes essential that the teacher be
mindful of what s/he says in that context.
The illustrative example below shows a teacher
inside the flow of play. Mr. Lane had noticed his
preschoolers’ interest in medicine and what takes
place in the doctor’s office. So Mr. Lane set up the
dramatic area in the class with props such as
stethoscopes, sphygmomanometer (blood pressure
units), thermometers, plastic syringes, note pads,
reservation books, file folders, and prescription
forms. However, Mr. Lane observed that while the
children pretending to be nurses in the doctor’s office
were calling patients to the doctor’s office, they were
not taking the file folders of the patients into the
doctor’s office. He was able to take the role of a
patient and draw attention to the issue.
Mr. Lane: Where is my file folder? I thought you made one for
me the last time I was here so you can know how I am doing
every time I come to see you. Can you tell the nurse to bring
my file folder to you?
Doctor: Yes, yes, we have one for you. Yes, I will ask the
nurse to bring it over (Goes out the door to ask the nurse to
look for Mr. Lane’s file folder and bring it into the office).
Nurse: Doctor, here you are. Here is the file folder for Mr.
Lane that you asked me to bring.
Doctor: Thank you nurse, don’t forget to have all the file folders
ready for the other people too.
Whether teachers are outside or inside the flow,
they play several roles: an observer and recorder,
stage manager and facilitator, mediator, or participant
in play (Dau, 1999; Jones & Reynolds, 1992). As
a stage manager and facilitator, the teacher organizes
and provides play materials, designates a play area,
schedules time for play, sets ground rules, decides
what activities constitute play, and how to relate to