Running head: THE RELATIONSHIP BETWEEN SOCIODRAMATIC PLAY

The Relationship Between Sociodramatic Play and Literacy Development

Abstract

The relationship between literacy and sociodramatic play is investigated by defining both concepts, and determining if their interdependence creates an environment where young children can acquire literacy knowledge. Sociodramatic play is compared to formal teaching methods by analyzing four case studies that focus on dramatic play and peer collaboration as an effective and natural way to teach children about the function and forms of literacy, while helping them make a cognitive connection between oral and written language. Results indicate that child-directed sociodramatic play, coupled with planned teacher intervention and literacy-enriched play settings, can help students communicate and understand useful literacy concepts to implement in daily events and prepare them for primary education.

The Relationship Between Sociodramatic Play

and Literacy Development

            Is there a correlation between sociodramatic play and literacy in early childhood development? The relationship between play and literacy is a heavily researched area in preschool education, yet the benefits of play for literacy acquisition are not fully understood, making it difficult for teachers to support sociodramatic play as a method to improve literacy in the classroom (Roskos & James, 2001).

            Sociodramatic play and literacy need defining in order to understand the impact of combining both concepts in the classroom. In addition, Roskos and James (2001) state that researchers must look at how sociodramatic play serves literacy to determine if their interdependence is strong enough to warrant more time in early childhood curriculum. Last, the cognitive link between role play and literacy knowledge needs to be reviewed, and a balanced learning process created to ensure the facilitation of a strong literacy base in preschool and kindergarten education.

What is Sociodramatic Play?

            Sociodramatic play involves taking on the roles and perspectives of other people or characters. Saracho and Spodek (1998) discuss how role play allows children to explore new identities and extract what other’s think and feel, while engaging in an event of self-interest and internal control. The highpoint for sociodramatic play is between 4- and 5-years-old, marking a time of cognitive maturity in child development (Bergen, 1998). Children begin to use object substitution, representation, negotiation, problem solving and divergent thought to work with peers and act out roles during dramatic play. An abundance of language, tones and expressions are used to plan and carry out themes as children create events based on experiences or stories.

The Emergence of Theory-Based Literacy-Play Relationships

            Roskos and James (2001) state that research on play and literacy in the late 1970’s and 1980’s was done primarily by Piaget and Vygotsky, who both made cognitive connections between play and literacy. Piaget believed that children’s memory of past events constructs their pretend play concepts, and directs them towards understanding second order symbolism in the form of writing and print recognition. Vygotsky believed the social interaction between people is a source of literacy knowledge. Exposing children to literacy concepts and skills helps them understand other types of objects and symbols, which promote flexible thought and more mature thinking during social situations. Children use their mature ideas to create narrations, scripts and use literacy tools (Roskos & James, 2001). The cognitive theories examined by Piaget and Vygotsky place greater emphasis on literacy acquisition in today’s preschool and kindergarten classrooms.

What is Emergent Literacy?

            Emergent literacy is about children learning how to think and speak in a meaningful way as they interact with others in everyday activities that involve reading and writing behavior (Roskos & James, 2001). Several researchers confine literacy to print-based activities, however Vedeler (as cited in Roskos & James, 2001) includes understanding the order of words (syntax) in the oral language as a key component in learning to read. Justice and Pullen (2003) describe components of emergent literacy as phonological awareness, print awareness and oral language. In addition, showing early reading and writing behavior (e.g., pretending to read a book or drawing symbols for a grocery list) symbolizes promising literacy knowledge. Studies reflect how emergent readers can practice critical reading skills by challenging the meaning of text, and creating alternative solutions and ideas for stories (Montgomerie & Ferguson, 1999).

            How can teachers integrate these components of emergent literacy into socio-dramatic play to develop the appropriate skills and awareness in preschool and kindergarten children? According to Pullen and Justice (2003), one important element is to allow children to make their own strides towards reading and writing, while at the same time offering gentle adult guidance during literacy events.

Formal Methods versus Self-directed Activity

            Teaching literacy skills through conventional methods using worksheets, drills, and writing the alphabet all fail to link a connection between the child’s cognitive thoughts and these activities (Saracho, 2001). Teacher-directed events often abandon the goal to motivate and interest children in literacy projects, causing a void between how students understand symbols of the written language and the child’s current world. This is similar to Piaget’s cognitive tone regarding play and children (as cited in Bergen, 1998). Piaget discusses how children construct their own knowledge through self-directed play as opposed to teacher-directed lessons. Play has a strong influence on all developmental domains as children take information from the outside environment, and adapt and modify it with their existing schema to form their own information. Piaget’s concept applies to literacy education as children freely use and encounter reading and writing events to develop their own thought process about the function and use of literacy (Saracho, 2001).

            Nixon and Topping (2001) state the importance of preschools providing age-appropriate experiences for children to learn writing and verbal skills that can easily transform into the curriculum in primary grades. Young students learn best when they develop skills at their own pace through teacher-guided play activities. Self-directed writing and drawing helps children understand the meaning and function of their work as opposed to copying individual letters that have no symbolic meaning at their age. Formal writing drills accentuate the accuracy of penmanship, and children begin to label writing as “work” and lose sight of how literacy offers discovery and thoughtful communication. Without several opportunities to write freely and expressively in school and at home, children may lower their desire to learn and practice writing activities.

            Montgomerie and Ferguson (1999) believe sociodramatic play provides a more active context to share knowledge through discussions, dialog and experiences that supply meaning to narratives and their characters. Without dramatic play activities, children may not develop social, cognitive and creative strategies that have a larger impact on learning than more academic approaches.

Components of Emergent Literacy in Evidence-Based Approaches

            A significant amount of supportive evidence exists for three approaches: adult-child storybook reading, print referencing, and literacy-enriched sociodramatic play. Emergent literacy provides a foundation for higher-level literacy skills. Those children who are slow or behind in literacy development can develop future problems that may be difficult to correct. The challenge for educators is to develop effective emergent literacy interventions to decrease the gaps in literacy knowledge among students (Justice & Pullen, 2003).

Storybook Reading

             Adult-child storybook reading provides an interactive context that is meaningful and interesting to a preschool child. Studies by Justice and Pullen (2003) show that interactive storybook reading increases alphabet knowledge, print concepts, phonological awareness and developmental writing.

Print Referencing

             Print referencing is utilized during storybook reading and sociodramatic play. Pullen and Justice (2003) found that print referencing can help a child obtain “book knowledge” which is different than spoken language, while dramatic play settings encompass various print forms to promote an understanding of word segmentation and print concepts (e.g., labels, lists, directions and menus). Children have print-focused conversations with peers and adults that is above their normal capabilities, which exemplifies Vygotsky’s zone of proximal development (as cited in Saracho & Spodek, 1998).

            Pullen and Justice (2003) found that children who are conscious of environmental print have an understanding that symbols represent objects, helping them identify with the symbolic features of the alphabet and fostering later reading achievement. Studies reveal that having knowledge about the forms and functions of the written language aides children in reading achievement and phonological awareness. Finally, “literacy play can improve children’s site recognition of words connected in the play” (Roskos & James, 2001, p. 80).

Sociodramatic Play

            Emergent literacy represents a social process during which children learn skills and knowledge based on the social and cultural context of the environment (Justice & Pullen, 2003). In addition, self-directed play is associated with high cognitive, social and emotional development. Therefore, introducing literacy events and awareness into socio-dramatic play is a natural means for children to freely use materials at their own pace and create literacy works that give meaningful representations of their thoughts and ideas.

            Pullen and Justice (2003) state that due to the link between vocabulary and reading ability, there is a need to prompt the use of language in early childhood. Child-directed dramatic play allows children to act out roles and communicate with their peers. Extensive language use during planning, negotiations, and discussions allows children to use and hear new vocabulary in their play events, while creating longer play episodes and increasing cognitive behavior.

            Pullen and Justice (2003) discuss focused strategies to help children learn language in a sociodramatic play setting. A teacher uses self-talk to describe her activity or thought (“I’m washing the baby”), and parallel-talk to describe the child’s activity (“You are putting on the diaper”). These focused approaches help the child hear vocabulary in conjunction with actions to give it meaning. A teacher may use repetitions where she repeats or expands what the child says in a more sophisticated way (child says: “Boy eating”; teacher says: “The boy is eating”). All provide children with an increased exposure to language use within the natural context of sociodramatic play.

            Dramatic play permits young students to see the connection between vocabulary and social situations and concepts (Montgomerie & Ferguson, 1999). Teachers can enhance vocabulary by creating an event within the play to help retain understanding. For example, a teacher may say, “As the manager, I will intervene between the customer and sales clerk.” The word “intervene” is new to students and used in context to give it meaning. Children are more likely to retain new vocabulary by frequently connecting words with features and events in different experiences.

            Children with weak oral language skills may need explicit and repeated instruction. Read-aloud rhymes, sorting rhymes, word games and bead counting to count words and syllables are additional methods to enhance oral language (Pullen & Justice, 2003).          

Literacy Play and Teacher Intervention

Case Study 1

            Two studies examine how sociodramatic play serves literacy while integrating adult interaction in a child-directed play event. The first study by Korat, Bahar and Snapir (2002) focuses on the benefits of adult interaction in helping children acquire literacy knowledge in a sociodramatic play setting. The teachers in the study designed two play environments, which involved thirty-two 5-and 6-year-old children from the same middle class Tel-Aviv neighborhood in Israel. One play area focused on an employment office setting and the other on a grocery store theme. Both were held in the current classroom of the participants and were supported with real props and writing materials (e.g., an old typewriter, telephone, and file cabinet were included in the office setup). Data was collected through observations, still pictures, and collected samples of children’s emergent writing.

            The teachers observed children using several props and writing materials to carry out their roles during the play periods. Children took notes while talking on the phone, filled out forms, wrote on memo pads, sold empty boxes of food and used calculators to add up numbers to later record. The children also produced letter-like marks, drawings and symbols to illustrate and organize the meaning of their language during the activity. Last, students drew lines on paper to divide their different tasks, indicating a new idea or thought (Korat, Bahar & Snapir, 2002). In addition, the teacher asked key questions to help her class become more aware of the impact their writing had in different social situations. “How can you remember the information I give you without leaving your office?” or “How can we let everyone know that the store is open between 8 a.m. and 6 p.m.?” These are examples of how the teacher intervened in the play and promoted a higher comprehension level in her students.

Case Study 2

            The second study by Marsh (1999) looks at popular culture and its effect on literacy during sociodramatic play. Children use language they hear from books and films; they act out these stories in imaginative play, while taking on the perspectives and roles of their favorite characters. For example, superhero play allows children to explore thoughts of heroism and have power over their environment. Relating to a popular figure creates a true play arena of control, internal motivation and a break from reality.

            Marsh’s (1999) research was conducted in an inner city school in the north of England. Fifty-seven children between the ages of 6 and 7 were observed, and 38 spoke English as a second language. The children were from a variety of socio-economic, cultural and linguistic backgrounds. Research took place for 3 weeks in which structured role play was observed and videotaped for 10 days.

             The project incorporates the common popular culture of Batman into a dramatic play environment. A Batman Headquarters (HQ) designed in a cave-like setting, a Batmobile, costumes with logos, and a broad range of literacy materials (e.g., journals, maps, message boards, etc.) were offered to the students. Prior to the study, the class discussed books and films about Batman, and the teachers modeled the use of literacy materials in the play setting.

            After analyzing the results, the teachers discovered that children who were not expected to engage in role play based on previous behavior actually participated in the Batman HQ, and children who were not expected to use the literacy materials did engage in some form of reading or writing in the play setting. There were 728 literacy events noted during the 3-week period. Children wrote notes, messages, instructions and lists. They drew posters and maps, and used the computer to write messages, create stories and develop crime reports. In addition, students read maps, comics and messages written by their peers. The classroom teacher in Marsh’s (1999) study stated the following:

             I set up one activity each day using the Batman/ Batwoman theme and            incorporated it into my planning for different subjects. For example, a child reluctant to do math would embark on a math task with an open mind, and a child             reluctant to write extended pieces would begin with a brief note to the Joker and           end with a full page of writing. On the simplest level, just supplying Bat-shaped            paper for a story made the task more desirable. (p. 126)

            What is the effect of popular culture on literacy development? The study supports the use of narratives from popular books in promoting children to re-tell and act out scripts, and improve comprehension and aid in writing their own narratives. Marsh (1999) also reveals that children from different ethnic minority families contributed to the play theme since Batman is a part of an overall child culture. This common ground helps children make friends and socialize with others from different backgrounds. In addition, by using the language of well-known superheroes, bilingual children may learn English words more readily. The study shows how including popular culture helps working class boys, who typically struggle with literacy, participate in reading and writing activities both in and outside a popular theme.

Conclusive Findings

               In both case studies, the children discover that reading signs and notes helps them discover information. Writing and drawing assists students in making symbolic representations of actions (e.g., maps with arrows and words, and store signs), and aides their organization of thoughts, remembering ideas and facts, telling stories and relaying to others about what is happening in the event (Marsh, 1999).

            During both sociodramatic play episodes, the teachers refrain from pushing the writing of full letters or words, but instead let the children use symbols and markings that are meaningful to their thought and current experience (Korat, Bahar & Snapir, 2002). Children take on roles, use their writing to solve problems, and show cooperation in their play groups as they share their current knowledge with one another.

            The teachers ask questions to promote exploration and take the children to a zone of proximal development, while still allowing the children to feel in charge of their own writing. Printed material is available to use and heighten awareness in the form of books, newspapers, phone books, empty food boxes, printed ads, signs, packaged food, journals and office materials. Preschool children begin to see that writing, like speech, can convey feelings and intentions. In addition, children remain internally driven to seek and use literacy materials within the confines of a self-directed play setting coupled with gentle teacher guidance and intervention. Both studies reveal that confidence-building experiences through a self-paced journey in sociodramatic play increases participation in other literacy activities in the classroom.

Literacy and Narratives

            Just as popular culture helps produce narratives, the exploration of text and characters from well-known storybooks can also foster story-like literacy events. Montgomerie and Ferguson (1999) look at the effects of sociodramatic play based on two familiar storybooks in a London-based school. Both stories encompass gaps and unsettled concepts within their text, and are examined through role play and teacher participation.  

Study 1

            The story of Mrs. Wishy Washy is read several times to a class of 5 and 6-year-olds in a select inner city London school. Afterwards, the teacher takes on the role of Mrs.Wishy Washy pretending to clean the animals, while the students act out roles of their own. The teacher introduces an imaginary pig and tells the participants that the pig decides to leave Mrs. Wishy Washy because she keeps putting him in her tub (which is different than the original story).

            At this time, the children focus on providing a solution to the problem. Plans and ideas are constructed by the children, and the teacher (as Mrs. Wishy Washy) creates obstacles or new situations to help facilitate divergent thought and creative responses. The children create their own narratives to explore the situation and work outside the play setting to develop solutions. By considering each other’s views, exploring text and using language to communicate feelings and ideas, the children create new meaning to the story of Mrs. Wishy Washy.

            Montgomerie and Ferguson (1999) state that the teacher’s focused intervention allows the children to enjoy the free and natural elements of play, but also helps them to use cognitive tactics in their perception and understanding of the narrative.

 Study 2

            The second story is Come Away from the Water, Shirley. According to Montgomerie and Ferguson (1999) the book centers on the day trip to the seaside of Shirley and her mother. The pages on the left side reflect the mother’s concerns about the dangers of the sea, while the pages on the right illustrate Shirley’s adventure with her dog, pirates and finding a treasure. After reading the tale, the children construct a pirate ship, take on the roles of pirates, and make rules for a successful voyage. They also have serious discussions about a treasure map, how to use the map across dangerous terrain, and what they would need on their travels.

            The sociodramatic play incorporates narrative and role play in combination with critical thought as children supply their own answers to open-ended areas of the story. Through drama, children make new connections with the story and return to the reading process with enthusiasm to investigate the richness of the text and other possibilities of the story. In addition, writing becomes more creative as children translate their original narrative thoughts to paper (Montgomerie & Ferguson, 1999).

Self-Directed Writing and Literacy Play

            The purpose of Nixon and Topping’s (2001) study is to evaluate the effects of new literacy materials and writing systems that could help children engage in a more functional, unconstrained, and thought-provoking literacy experience.

Method

            The study is conducted in a primary school with students of average socio-economic status, and where emergent writing was a priority in the education plan. Fifty-eight children from two classrooms took part in the study with the mean age being 5.4- years-old. Two dramatic play areas were constructed, representing a post office and café, and filled with literacy props and materials. In addition, ten children were randomly chosen to be in a paired writing system with an 11-year-old tutor from the school. The tutor (with previous teacher instruction) and emergent writers work on literacy projects during the study without teacher involvement.

            Three writing samples are collected before and after the study for each student. Writing is assessed for conveying meaning, properly written ideas and elaboration of text (Nixon & Topping, 2001). For example, does the child know the difference between drawing and writing? Can they produce letter-like forms? Do letter strings closely resemble speech and words? Does language convey a sense of what happens? In addition, the teachers gave subjective feedback on every child and discussions were held with students after the study.

Results and Writing Assessment

            Children creatively used the literacy materials in the dramatic play centers. For example, in the post office children freely made a variety of greeting cards to sell, filled out passport application forms, and wrote and addressed letters to friends. The paired writing system helped younger children become more confident, interested, and willing to concentrate on their writing projects. A significant increase in writing skills was detected between samples before and after the intervention. Both paired and non-paired children showed an increase in the quality of writing, with slightly higher results in paired children. The teachers observed more independent writing, different forms and understanding of writing, and improved attitudes about literacy projects. The children enjoyed the dramatic play areas and requested to keep the centers in the classroom, in addition to developing new themes and adding more writing tools and environmental print (Nixon & Topping, 2001).

             Paired writing in a kindergarten class is an opportunity to develop and enjoy writing skills with peers. This concept transfers into preschool where children can construct messages, letters, cards, lists and additional forms of writing in sociodramatic play with other students. Nixon and Topping (2001) state that in this context, literacy returns to a functional, social and creative learning experience.

            In addition, multi-age classrooms have proven to promote higher levels of literacy comprehension and cognitive behavior as older children model more mature thoughts and ideas. Self-directed play in mixed age groups promotes higher cognitive learning in early childhood opposed to teacher-directed methods. In addition, teacher intervention (e.g., asking questions, giving encouragement, modeling literacy behavior and acting as a play partner) creates increased cognitive strategies in child-directed activities versus formal approaches (Gmitrova & Gmitrov, 2003).

A Balanced Learning Process

            Saracho (2001) discusses how preschool children have unique social, intellectual and emotional traits; therefore, they need to understand the function of literacy within their own work in order to participate in more academic and formal methods. Teacher planning and intervention greatly assists children with early reading and comprehension. Play centers seem to capture the interest of students, urging them to use and explore the literacy materials in each environment. Roskos and James (2001) found that children’s hands-on experiences with language and literacy in sociodramatic play develops the cognitive knowledge for more mature reading and writing projects.

            However, educators need to make sure that sociodramatic play does not become a site for literacy lessons in the classroom. Roskos and James (2001) caution the growing beliefs of adults, who expect a specific amount of play to be purposeful and spent on literacy lessons, transforming the play experience into work. It is important for teachers to guide and assist, but not force or change how children write or use materials. Sutton-Smith (as cited in Bergen, 1998) states that the vital role of play in learning and development relates to child culture, not adult culture. Sociodramatic play has a festive role that is the very opposite of adult educational concerns.

            Dramatic play is one essential component to teach literacy during preschool and kindergarten years when socialization plays a major part in how children learn about the world. However, sociodramatic play is not an exclusive method in teaching emergent literacy skills to young children. At preschool age, children need a balance of teacher and child-directed activities to promote cognitive and emotional development. Teacher-directed activities based on phonological awareness and other literacy skills can be accomplished during circle time or in small groups, which will offer children balance and diversity in their events at school.  Justice and Pullen (2003) examined studies on small preschool groups engaging in phonological-based curriculum. Results show that just 30-minutes a week can improve word recognition, reading composition and a variety of phonological tasks through second grade, leaving plenty of time for dramatic play and free-play events.

Conclusion

            How does play serve literacy? Saracho (2001) reveals how teachers learn about linguistic, cognitive and social processes in literacy and play development, which can provide designs for future activities and alert teachers as to how children become literate in their early years. Young children between 4-and 5-years-old have a natural desire to learn to read and write, which includes both drawing pictures and words. Sociodramatic play helps educate children how to use words and language due to the social context in which students engage and listen with peers. Vedeler (as cited in Roskos & James, 2001) states that socio-dramatic play supplies more advanced conversations and sentence expansion that are linked to reading success, while Rowe describes 3-year-old children using gestures and words to express their understanding of books with their peers (Roskos & James, 2001).

            Sociodramatic play is a creative and enjoyable experience for children, and a successful medium for learning about the external world. For example, the Batman HQ in Marsh’s (1999) study motivated all children to engage in a sociodramatic play episode. The teachers made exciting props, a decorative play scene, and fully modeled and guided the use of literacy materials in the setting. This extensive, child-centered facilitation should evoke the same results with other interesting themes based on fairy tales, popular stories and real-life events.

            Having a theme that broadly captures the interests of the children in connection with rich literacy materials and teacher involvement can help students become more confident in their reading and writing. As children begin to understand the function of words and symbols in social play, they become more aware of making connections in other literacy activities during school and at home.

            There is no question that flexible and social opportunities available for writing can improve performance and enthusiasm in students. Child-directed activities, such as sociodramatic play and paired writing, affect motivation and encourage learning. Writing about meaningful experiences or using writing in functional applications creates a more cognitive and social experience for children which is unlike formal and mechanical literacy concepts.

             Working with peers helps children encourage and inform one another about language, symbols and other literacy information. Adults have a responsibility to introduce different materials, allowing young people the opportunity to see written material and explore its communicative power in a variety of settings. The relationship between sociodramatic play and literacy can be analyzed as one activity, highly effective and necessary as a teaching method to promote cognitive, social and emotional development in young children.

References

Bergen, D. (Ed.). (1998). Play as a medium for learning and development. Olney, MD:                   Association for Childhood Education International.

Gmitrova, V. & Gmitrov, J. (2003). The impact of teacher-directed and child-directed pretend play on cognitive competence in kindergarten children.[electronic             version]. Early Childhood Education Journal, 30 (4), 241-246.

Justice, L.M. & Pullen, P.C. (2003). Promising interventions for promoting emergent     literacy skills: Three evidence-based approaches.[electronic version]. Topics in        Early Childhood Special Education, 23 (3), 99-113.

Korat, O., Bahar, E., & Snapir, M. (2002). Sociodramatic play as opportunity for literacy         development: The teacher’s role. [electronic version]. Reading Teacher, 56 (4),      386-395. Retrieved February 25, 2004 from Academic Search Elite database on      the World Wide Web:http://search.epnet.com.

Marsh, J. (1999). Batman and Batwoman go to school: Popular culture in the literacy    curriculum. [electronic version]. International Journal of Early Years Education,        7 (2), 117-131.

Montgomerie, D. & Ferguson, J. (1999). Bears don’t need phonics: an examination of the         role of drama in laying the foundations for critical thinking in the reading process.    [electronic version]. Research in Drama Education, 4 (1), 11-20.

Nixon, J.G. & Topping, K.J. (2001). Emergent writing: The impact of structured peer    interaction. [electronic version]. Educational Psychology, 21 (1), 41-54. Retrieved      March 24, 2004 from Academic Search Elite database on the World Wide Web:        http://web5.epnet.com.

Pullen, P.C. & Justice, L.M. (2003). Enhancing phonological awareness, print   awareness, and oral language skills in preschool children. [electronic   version]. Intervention in School and Clinic, 39 (2), 87-98.

Roskos, K. & James, C. (2001). Examining the play-literacy interface: A critical review             and future directions. Journal of Early Childhood Literacy, 1 (1), 59-89.

Saracho, O.N. (2001). Exploring young children’s literacy development through play.    Early Child Development and Care, 167, 103-114.

Saracho, O. & Spodek, B. (Eds.). (1998). Multiple perspectives on play in early

childhood education. Albany, NY: State University of New York Press.