Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478880
Title: The effects of an enriched environment and teacher intervention on the dramatic and sociodramatic play of children
Author: Lu Soo Ai, Theresa
ISNI:       0000 0001 3613 5490
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2007
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Abstract:
This study examined the effects of an enriched environment and teacher intervention on the dramatic and sociodramatic play of four to five year old children in Singapore. Three groups, comprising one experimental group with an enriched play environment, another experimental group with an enriched play environment and teacher intervention, and a control group without any intervention, with a total of thirty-six children from three childcare centres, were observed in the classroom setting. The Smilansky Scale for Evaluation of Dramatic and Sociodramatic Play was used to evaluate and rate the six play elements of Imitative Role Play, Make-Believe with Objects, Make-Believe with Actions and Situations, Persistence in Role Play, Interaction and Verbal Communication, that occurred in the children's play sessions. Pre and post intervention data were analysed using paired t tests, analysis of variance, and chi-square to determine effects of the interventions. A qualitative perspective was included to provide additional information on the children's play. Overall, the results and analyses indicated increased play levels in the dramatic and sociodramatic play of the children in both experimental groups, and revealed more significant effects on the dramatic and sociodramatic play of children with the enriched play environment. Research has supported the influence of the enriched play environment (Petrakos and Howe, 1996), and the effects of the enriched play environment and teacher intervention (Smilansky, 1968) in children's play. The findings of this study serve to highlight the effects of the enriched environment and teacher intervention in enhancing the dramatic and sociodramatic play of children. The need to evaluate the role of teachers in children's play is also highlighted, with implications for teacher training programmes in the local context to emphasise the values and understanding of play in relation to learning experiences for children and the preschool curriculum.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.478880  DOI: Not available
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