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Chapter 5
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Chapter 5 - Recording Children’s Behaviour in Dramatic PlaySymbolic Representation
- Symbolic representation:making one thing stand for another
- Indication of intellectual functioning
- Social symbol systems:words, numbers, letters,math symbols, innumerable symbols (traffic
lights & signs)
- Children that do not establish this skill have difficulty learning to read
Two Basic Levels:
1. Ability to see that one thing stands for another
2. Ability to create symbols in order to make one thing stand for another
Use of Materials & Levels of Symbolic Representation
- Age & level of development connects to the sequence in which a child uses materials
- Symbolic representation depends on capability & opportunity to have experience with
materials properties so its familiar
Growth in Symbolization During Dramatic Play
- Number of symbolic actions that are different from one another; play becomes more
differentiated
- Child expresses emotional quality of role more often (actions, language, body movements,
facial expressions)
- Play becomes more organized and coherent
- Children play together rather than alone
- Children are more likely to play different roles
Recording Dramatic Play
● How play started- who initiates it, where it takes place, who child joins
● Comments & verbal interactions about play- role child takes, words used for symbolic objects
that represent a person
● What child says in the role- animal, vehicle sounds, role as a doctor or monster, etc)
● What other children in play say & do
● Symbolic actions used by child in role- Ex: Pretending to feed a baby
● Accessories used- doctor’s tools, clothing items, etc.
● Child’s body movements, expressions, tone of voice- frantic movements, screaming, etc.
● Use of any symbolic objects- pretending to pour a drink, object representing a truck, etc.
● How play ends- child leaves for another activity, teacher interrupts, how long did participation
last
A Child’s Position
Position has 2 faces:
- Leader, follower, peacemaker, etc
- May be obvious or disguised
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