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The drama in sociodramatic play: implications for curriculum and pedagogy

McCabe, Una orcid logoORCID: 0000-0001-7720-0535 (2017) The drama in sociodramatic play: implications for curriculum and pedagogy. Drama Australia Journal, 41 (1). pp. 3-12.

Abstract
The research outlined in this article uses drama as a methodology to effect levels of engagement in sociodramatic play. The study draws on research by the initiators of sociodramatic play training, and provides quantitative and qualitative results in relation to children aged three to six, in a disadvantaged setting. It is shown that children will not always learn to play by playing and that the use of drama pedagogy can develop children’s ability to access dramatic play worlds. Borders and commonalities in discourse around drama in education and early childhood education are examined. Conclusions are made around the importance of the educator’s subject knowledge of drama as a key component of a play pedagogy which best supports sociodramatic play. Working in role, supported by the educator, is centralised as the curriculum provision children need in order to be able to explore the narrative of their worlds.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:Drama; sociodramatic; play; pedagogy; curriculum; Smilansky
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Arts Education & Movement
Publisher:Taylor & Francis
Official URL:https://doi.org/10.1080/14452294.2017.1329689
ID Code:29706
Deposited On:08 Mar 2024 17:03 by Melissa Lynch . Last Modified 08 Mar 2024 17:03
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