One of the many joys of being an early childhood educator is watching and developing children’s growing imaginations. Symbolic behavior play is related to the understanding of a representational system like written language and language behavior in dramatic play is related to literate language (Mielonen, Paterson, 2009). Children are also developing their oral language skills by engaging in peer conversations during these experiences.
Pretend play helps children interpret and make sense of reading and writing even before learning the skills connected to print (Neuman, 2019). Here are two examples of how intentionally planned dramatic play experiences can support early literacy skills:
- Acting Out Stories: When children act out stories, they have opportunities to a) use new vocabulary in context (e.g., story props), b) share their comprehension of the story plot and themes, c) sequence events (beginning, middle, and end), and d) use creative thinking by inventing new plot twists and endings. You can support children during these activities by focusing on the process and encouraging children to share their ideas without correcting grammar or word choice (within reason) and asking open ended questions. Dramatic play is a time for children, as much as possible, to share their understanding through unbridled self-expression.
- Dramatic Play Learning Center: When children pretend home, restaurant, office, store, grocery, or any other number of possibilities, they incorporate vocabulary and literacy tools pertinent to the context of that scenario. For example, they might “read” menus and write on “ordering pads” during restaurant play, “read” environmental print (e.g., food pictures) during grocery store play, or they might use cash registers, note pads, and write on receipt books during store and office play. Be mindful to affirm all stages of the writing process including scribbling, symbolic pictures, and invented or phonetic spelling and resist the urge to “correct” spelling by celebrating this stage of the writing continuum as a natural progression towards traditional spelling and writing. This will encourage children to continue writing which supports further skills development through practice.
*See the dramatic play section of this document for open-ended questions to use during your pretend activities: https://www.issaquah.wednet.edu/docs/default-source/preschool-partnerships/preschool-partnerships/questions-in-centers.pdf?sfvrsn=28e1ff17_2
When planning dramatic play lessons, use culturally responsive practices by avoiding books or activities that denote or evoke stereotypical, derogatory, or otherwise insensitive messages about a particular culture or ethnicity. Be sure to visit the blog again next week when I’ll share how to celebrate the American Thanksgiving holiday in a culturally responsive way.
You can ensure all children have access to and can fully participate in dramatic play experiences by:
- Arranging, adapting, and modifying space and materials (e.g., adding larger handled utensils, swapping some zippers for Velcro, modifying writing tools, having alternative seating, ensuring space accommodates wheelchairs or walkers, providing assistive technology, etc.) as needed.
- Providing alternative communication supports such as visuals (signs, pictures, cards, etc.).
- Facilitating interactions through peer and adult support.
References
Mielonen and Paterson (2009). Developing Literacy through Play. Journal of Inquiry & Action in Education, Vol 3 (1).
Scrabeck, T. (2020). The importance of utilizing play to promote emergent literacy in early childhood environments. Innovations and Critical Issues in Teaching and Learning 1(1), 55-73. https://cornerstone.lib.mnsu.edu/icitl/vol1/iss1/3
Lynne Hall is a research associate at the Indiana Institute on Disability & Community’s Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction and inclusive preschool classroom practices. Email her at hallma@iu.edu
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