Socio-dramatic play and child development

Abstract

The research aims at revealing new aspects from the relation between socio-dramatic play and child (3 - 5 years) development. Vygotsky (1978) proposed a two-step model of cultural development, 'general genetic law' of development. But he did not elaborate it in his analysis of the ZPD in play. As a recent review demonstrates (Lillard et al., 2013) a comprehensive causal analysis still is lacking from modern play research. Our theoretical framework is based on Vygotskian psychology of art, which has stimulated our play-world approach (Lindqvist, 1995; Hakkarainen et al., 2013). By definition a play-world is a joint imaginative play environment both for adults and children. A tale or a story is first orally presented to children and an imaginary environment is jointly constructed on its basis. During weekly play sessions new play elements are introduced to children by dramatising (teachers in role) or children construct new turns to the plot. After familiarising with the main ideas of the story and joint elaboration with adults, children are encouraged to self-initiated play episodes, which we analyse in our report. Informed consent for the use of video material was obtained from the parents and children. Greatest developmental potential of socio-dramatic play is found in dynamic system relations, in intentional contacts between role characters. Joint play actions combine intentions of all participants. Causality between play and child development has mutual character. There is a need for revising methodological approaches to play research and elaborating play intervention methods.