Chapter 7 Social Studies and Dramatic Play “Children’s everyday experiences are the foundation of their social studies learning.” “Dramatic Play can help children grow in social understanding and cooperation…” (Diener, 2010) ©2015 Cengage Learning. All Rights Reserved.

Social Studies Prepares children with knowledge, skills, and attitudes they need to participate in and contribute to their world Focuses on ensuring that children feel good about themselves first so that they can eventually make positive contributions to society Provides firsthand experiences with the world ©2015 Cengage Learning. All Rights Reserved.

Social Studies Builds on what children know and are interested in Focuses on hands-on learning about relevant themes rather than the teaching of isolated facts ©2015 Cengage Learning. All Rights Reserved.

The NCSS Curriculum Standards: 10 Themes Culture Time, continuity, and change People, places, and environments Individual development and identity Individuals, groups, and institutions Power, authority, and governance Production, distribution, and consumption Science, technology, and society Global connections Civic ideas and practices ©2015 Cengage Learning. All Rights Reserved.

Core of Social Studies Social sciences Anthropology Sociology History Geography Economics Psychology ©2015 Cengage Learning. All Rights Reserved.

Purpose of Social Studies Understanding each child’s uniqueness while connecting her to family, community, the nation, and the world Develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an independent world Develop a positive self-concept, understand role in the family, become aware of own and others’ cultural heritage, function in a multicultural classroom environment, and understand the need for rules and laws ©2015 Cengage Learning. All Rights Reserved.

Play Play is the natural language of children and is at the core of developmentally appropriate practice Infants imitate others Awareness of human expression, gestures, and sounds is the beginning of creative thinking Toddlers love pretend Dramatic play is most valuable form of children’s play Helps children grow in social understanding and cooperation as they try out adult roles and new ways to solve problems ©2015 Cengage Learning. All Rights Reserved.

Dramatic Play Defined Dramatic play Sociodramatic play Free play of children Spontaneous play that can be expanded or repeated over and over just for fun Sociodramatic play The highest level of symbolic play Happens when at least two children cooperate in dramatic play Involves two basic elements Imitation and make-believe ©2015 Cengage Learning. All Rights Reserved.

Developmental Stages of Dramatic Play Parten’s Developmental Stages of Play (play in terms of social behavior) Unoccupied behavior Onlooker play Solitary play Parallel play Associative play Cooperative play ©2015 Cengage Learning. All Rights Reserved.

Developmental Stages of Dramatic Play (continued) Piaget Play in terms of cognitive development Practice play Symbolic play Games with rules Smilansky Four types of sociodramatic play Functional play Constructive play Dramatic play Games with rules ©2015 Cengage Learning. All Rights Reserved.

Fantasy Play Serves many purposes Allows child to accomplish through imagination what she is unable to do in reality Relieves emotions Offers a way for child to interpret the world Offers a vehicle for expression if the child is feeling shy or insecure about verbalizing ©2015 Cengage Learning. All Rights Reserved.

Understanding of Fantasy and Reality in Children Dramatic play helps children separate what is make-believe from what is real The younger the child, the more play is rooted in fantasy By age 5, children start to differentiate when they are pretending and when they are in the real world Encourage use of language to help them differentiate ©2015 Cengage Learning. All Rights Reserved.

Developmental Theories Supporting Social Studies Multiple Intelligences Howard Gardner Sociocultural Theory Lev Vygotsky Cognitive Developmental Theory Jean Piaget ©2015 Cengage Learning. All Rights Reserved.

Planning and Preparing the Environment Provide unstructured time, adequate space, flexible materials, and uninterrupted opportunity for the children to enjoy dramatic play Environment should say, “Pretending is welcome here!” Environment should support pretending and allow children’s input Furniture and equipment considerations ©2015 Cengage Learning. All Rights Reserved.

Setting the Stage for Dramatic Play Provide stimulating props, unstructured time, and adequate space for dramatic play Create curtains, windows, a fireplace, and real plants to make the area home-like, comfortable, and welcoming Select props that are authentic and can be used naturally and safely ©2015 Cengage Learning. All Rights Reserved.

Setting the Stage for Dramatic Play Change props frequently and include ones that reflect different cultures Avoid props and activities that are sexist or racist Select dress-up clothes and outfits that are simple, durable, and easy to get on and off ©2015 Cengage Learning. All Rights Reserved.

Changing the Stage Some teachers keep the home living (housekeeping) area intact as a permanent center and set up a second dramatic play area that expands the theme of the lesson plan or project in which the children are involved Others, who are limited in classroom space, may choose to have a dramatic play center that changes periodically and sometimes will include the kitchen area or another room in the home ©2015 Cengage Learning. All Rights Reserved.

Changing the Stage Others take the dramatic play center outdoors to take advantage of the additional space available Outdoor dramatic play often incorporates wheel toys, wagons, and tricycles to create scenarios like an ambulance rushing to help sick people, a gas station, a drive-through car wash on splash day, and much more ©2015 Cengage Learning. All Rights Reserved.

Basic Equipment The basic equipment for the home living/dramatic play center should be Child-sized furniture made of wood or sturdy plastic including tables, chairs, rocking chair, and shelves “Play” sink, stove, and refrigerator Full-length mirror Dolls of both sexes representing different cultural features and skin coloring Doll bed or cradle Two sturdy, nonworking telephones ©2015 Cengage Learning. All Rights Reserved.

Clothes for Dramatic Play Variety of roles, traditional, unisex Easy access Use to teach dressing skills Durable Safety Storage and display location Variety of cultures should be represented ©2015 Cengage Learning. All Rights Reserved.

Prop Boxes Contain materials to enrich play around a theme Consider many sources for materials such as recycled or donated materials Materials support group play Safe, attractive, durable, and appropriate There is a wide variety of materials that are relevant to the theme Literacy is an integral part of this prop box ©2015 Cengage Learning. All Rights Reserved.

Prop Boxes Materials support language, sociodramatic play, social skills, fine motor, and gross motor development The box is well put-together and organized Materials are properly stored and labeled ©2015 Cengage Learning. All Rights Reserved.

Reflect on This If there are only Anglo children in a classroom, why is it important to have representation from many cultures in all areas of the early childhood classroom? ©2015 Cengage Learning. All Rights Reserved.

Easy-to-Make Puppets Hand puppets Marionettes Shadow puppets Finger puppets Hand, glove, and mitt puppets Paper plate or bag puppets Marionettes Controlled by strings Shadow puppets Translucent screen Light source from behind Stick or rod puppets Single stick—dowel rod, tongue depressor, craft stick, and the like Wooden spoon ©2015 Cengage Learning. All Rights Reserved.

Puppet Making Materials Should be available on a regular basis for whenever a child wants or needs to create a puppet Materials include Boxes Buttons and wiggly eyes Clothespins Cloth scraps Marking utensils Egg cartons Feathers Gloves Leather scraps Magazines, catalogues Office supplies Paper products Socks Sticks Styrofoam balls Tape Wooden spoons Wood scraps Yarn ©2015 Cengage Learning. All Rights Reserved.

Suggestions for Placement and Storage of Puppets Have a puppet center Place puppets throughout the classroom Children should be able to move puppets to other locations in the classroom Have clear guidelines for use of puppets Stage isn’t necessary for creative, spontaneous use Story apron Ideas for creating stage ©2015 Cengage Learning. All Rights Reserved.

Integrating Dramatic Play into the Curriculum Infants Doll corner Home living area Push-and-pull toys Crawling and climbing area Toddlers Dress-up clothes Prop box Puppet and mask play corner Beauty/barber shop ©2015 Cengage Learning. All Rights Reserved.

Integrating Dramatic Play into the Curriculum (continued) Preschoolers Travel agency Ship Train station and train Airport and airplane Supermarket/grocery store Farmer’s market/Mercado Picnic Ants at a picnic ©2015 Cengage Learning. All Rights Reserved.

Integrating Dramatic Play into the Curriculum (continued) Primary-grade children Doll houses Skits Rag doll/tin man/marionette Imaginary machine Mirror images ©2015 Cengage Learning. All Rights Reserved.

Dramatic Play and Other Issues Integration with other curriculum areas Language and literacy Math and science concepts Developmentally appropriate activities ©2015 Cengage Learning. All Rights Reserved.

Preparing for Puppet Play Introduce the puppets Types depend on ages and development of children Use different types Alternate activities to address needs of learning styles and developmental domains Teacher should model the use of puppets during group time across curricular areas (especially focusing on nonviolent behavior) Teacher and children should create and use puppets together ©2015 Cengage Learning. All Rights Reserved.

Puppets Across the Curriculum Puppets can Speak in all languages Along with props, expand the language arts center In digital age, reinforce the need for high touch Enhance storytelling Help reinforce cooperation, rules, and problem solving Emphasize the importance of listening Be included in outdoor play ©2015 Cengage Learning. All Rights Reserved.

Goals of Social Studies Develop a child’s positive self-concept Further an understanding of a child’s role in the family Develop an awareness of a child’s own cultural heritage Provide an inclusive, multicultural classroom environment Develop an understanding of the need for rules and laws Teachers provide daily role models ©2015 Cengage Learning. All Rights Reserved.

Activities that Support Goals of Social Studies Stories and drawings Activities specific to families and homes Maps or place awareness Three-dimensional Story mapping Time lines for primary-aged children Personal Interactive timelines ©2015 Cengage Learning. All Rights Reserved.

Field Trips Neighborhood walks Walking trips Mini-field trips Major Specific-purpose field trips ©2015 Cengage Learning. All Rights Reserved.

Planning for Successful Field Trips Decide what an appropriate field trip should provide Select the site Visit the location Plan for the trip Take the trip Prepare follow-up activities Evaluate the trip ©2015 Cengage Learning. All Rights Reserved.

Planning for Successful Field Trips (continued) Careful planning also includes Preparing yourself Preparing the children Preparing the families Enjoy!!! Safety first Charged cell phone Emergency contact numbers First-aid kit Count heads Follow-up and assessment ©2015 Cengage Learning. All Rights Reserved.

Reflect on This How can a school or center program connect children to the community if they cannot take field trips? ©2015 Cengage Learning. All Rights Reserved.

Technology in Social Studies and Dramatic Play Children can use the Internet or the teacher can develop a WebQuest to research social studies or dramatic play topics Barcode scanners, mobile telephones, portable computers, cash dispensers, and parking lot ticket machines can be integrated into dramatic play scenarios Photos or videos taken by students’ families on vacation can be integrated into lessons about different cultures and countries ©2015 Cengage Learning. All Rights Reserved.

Multicultural Materials People from different cultures are different in a variety of ways, including ways of looking at things, dressing, and expressing personality Permeate daily classroom life through frequent hands-on activities that explore similarities and differences Beginning with but not limited to who is represented in class Children can be introduced to differences and similarities by including multicultural materials throughout the classroom ©2015 Cengage Learning. All Rights Reserved.

Multicultural/Anti-Bias Activities Evaluate your classroom to ensure this approach is supported Activities that can utilize this approach Family quilts Making the class into a neighborhood ©2015 Cengage Learning. All Rights Reserved.

Dramatic Play for Each and Every Child Apply only those rules needed for safety Let the child take the lead Monitor interactions and gradually decrease direct intervention Encourage verbalization Offer familiar materials Use puppets and props that provide an obvious cue Dress-up clothes—easy on and off Supply supportive seating to offset fatigue ©2015 Cengage Learning. All Rights Reserved.

Creating Partnerships with Families Acknowledge and respect children’s home language and culture Obtain family input from all involved persons Focus on building and maintaining reciprocal relationships Build a sense of trust Post weekly menus and lesson plans Invite them to visit the classroom Guide them into making prop boxes at home with their children ©2015 Cengage Learning. All Rights Reserved.

Creating Partnerships with Families (continued) Develop communication systems Include use of emails or technology Governing or advisory groups must include family as members Family get-togethers Open houses Family-teacher conferences Invite family members to share interests Complementary learning supports ©2015 Cengage Learning. All Rights Reserved.

Taking Puppets Home Send families information via letters or e- mails about puppet presentations in the community Send families notes and letters in their native languages Conduct informal family meetings Start a puppet lending library ©2015 Cengage Learning. All Rights Reserved.

Guidance for Superhero Play Show children that superheroes are not special just because they are physically powerful Point out when superheroes show kindness and helpfulness to others, and show appreciation to the children when they do the same Talk about real heroes and heroines with children Help children build on their interests through superhero play, such as space travel or insects (NAEYC, 1997, www.naeyc.org/ece/1997/16.asp). ©2015 Cengage Learning. All Rights Reserved.

The Teacher’s Role Provide time, space, materials Monitor area so all children can participate Assist children in learning social interaction and problem solving Keep developmental capabilities in mind Value play Safety Anti-bias in approach and materials Serve as facilitator ©2015 Cengage Learning. All Rights Reserved.

Tips for Teachers Include diverse individuals in wall and room decorations When children see themselves reflected in classroom materials, they understand that who they are is valued, accepted, and deemed important Use language with children that demonstrates an acceptance of all cultures Word choices indicate acceptance and often determine behavior in children ©2015 Cengage Learning. All Rights Reserved.

Tips for Teachers Field trips and guest speakers are reflective of many cultures Students have an opportunity to see themselves or individuals in their communities as something of value ©2015 Cengage Learning. All Rights Reserved.