Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom

Autor/in	Rajapaksha, P. L. N. Randima
Titel	Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom
Quelle	In: International Journal of Education and Literacy Studies, 4 (2016) 1, S.15-23 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Play; Teaching Methods; Preschool Education; Preschool Children; Intervention; Observation; Interviews; Preschool Teachers; Journal Writing; Communication Skills; Language Skills; Oral Language; Foreign Countries; Language Acquisition; Video Technology; Qualitative Research; Case Studies; Sri Lanka + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Beobachtung; Interviewing; Interviewtechnik; Erzieher; Erzieherin; Kindergärtnerin; Zeitschriftenaufsatz; Kommunikationsstil; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Sprachaneignung; Spracherwerb; Qualitative Forschung; Case study; Fallstudie; Case Study; Ceylon
Abstract	Children best learn language through playful learning experiences in the preschool classroom. The present study focused on developing oral language skills in preschool children through a sociodramatic play intervention. The study employed a case study design under qualitative approach. The researcher conducted a sociodramatic play intervention collaboratively with the class teacher for a group of 10 children selected utilizing purposive sampling method in a preschool classroom. The intervention was conducted in a preschool located in Colombo, Sri Lanka for 3 weeks. The observation, interview and reflective journal were the instrument used to collect data. The observation carried under two criteria namely, ability to initiate a conversation and ability to respond in a conversation revealed that the sociodramatic play intervention created many opportunities to develop oral language skills in the children than the regular classroom activities. The sociodramatic play activities enhanced children's oral language skills while creating a language rich playful learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01