PMID: 9193171Jun 1, 1997Paper

Dramatic play: a format for 'literate' language?

The British Journal of Educational Psychology
L Vedeler

Abstract

Research literature discussing the possibility of a relationship between dramatic play and literacy development in school beginners has evoked interest in the context of the formalisation of early years curriculum, particularly relationships between oral syntactic competence in preschool children and later reading ability. The aim of the present study was to investigate possible differences in syntax between sociodramatic play and other play activities in small play groups. It was predicted that the language in sociodramatic play would be more 'literate', i.e., more decontextualised, explicit and linguistically elaborated. The hypothesis tested was that sociodramatic play elicits more advanced syntactic language in children. Six children (six-year-olds) in groups of three girls and three boys were observed in 11 free play episodes (five sociodramatic play episodes and six other group play episodes). Approximately 100 utterances from each child in each play category were analysed. The children had normal intelligence and language ability, and had a middle class background. The play groups were observed during indoor free play in a playroom equipped for family play and with different toys. No instructions were given. The observat...Continue Reading

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