Play is an important part of a child’s development. Play is often defined as an activity done for its own sake, characterized by means rather than end. Pretend play receives a huge focus at the pre-school and kindergarten levels, especially socio-dramatic play. Socio-dramatic play, common from around 3 years of age to six years of age, is a type of pretend play. Socio-dramatic play incorporates sustained role taking and a narrative line. This study intends to examine pretend play in greater detail and to determine if the structuring of pretend play by the teacher can positively affect student social and behavior skills. The two students under study, a 5-year old female with limited social skills and a 6-year old boy who exhibits poor behavior skills. The two students under study were placed in an unstructured and structured dramatic play area center through the course of the study. The researcher used a duration recording form, a partial recording form, and field notes to measure behavior. The results of the study showed that the children improved their behaviors during the structured dramatic play area center time.
|Advisor:||Ries, Edith Dunfee, Jasmine, Joanne|
|Department:||Division of Education|
|School Location:||United States -- New Jersey|
|Source:||MAI 52/06M(E), Masters Abstracts International|
|Subjects:||Early childhood education, Elementary education, Educational psychology|
|Keywords:||Behavior skills, Dramatic play area, Kindergarten, Pretend play, Social skills, Socio-dramatic play|
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