Housekeeping or Thematic Sociodramatic Play Centers: Which Is Better in the Preschool Classroom?

Autor/inn/en	Bagley, Donna M.; Klass, Patricia H.
Titel	Housekeeping or Thematic Sociodramatic Play Centers: Which Is Better in the Preschool Classroom?
Quelle	(1994), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Childhood Attitudes; Dramatic Play; Imagination; Interaction; Literacy; Preschool Children; Preschool Education; Pretend Play; Qualitative Research; Role Playing; Thematic Approach; Verbal Communication + Suchen Sie Ihr Suchwort? Dramatisches Mittel; Theaterstück; Interaktion; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Simulationsspiel; Qualitative Forschung; Rollenspiel; Themenzentrierter Unterricht
Abstract	This study compared the quality of preschool children's sociodramatic play in classrooms that used centers for housekeeping role play with those that used centers for various other types of role play. Classroom play sessions in the preschool were videotaped biweekly over the course of the 1992-1993 academic year. These videotapes were then reviewed and coded for eight variables of advanced sociodramatic play: (1) role choosing; (2) role playing; (3) choice of props; (4) use of props; (5) make believe; (6) play time; (7) interaction; and (8) verbal communication. The presence and type of literary acts, as well as the number of boys and girls involved, were also recorded. The study found that the quality of play, as measured by four of the eight variables (role choosing, prop use, make believe, and play time), was significantly higher in the thematic sociodramatic play centers than in the housekeeping play centers. No significant differences were found in the other four variables. The number of literacy acts was quite low in both organizational patterns. No significant sex differences were observed. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01