ABSTRACT

Research Findings: A substantial body of research has demonstrated social and academic benefits of sociodramatic play (SDP) for young children. However, substantially less research has explored the factors related to increased amounts of SDP occurring during free play, an activity time that comprises the greatest portion of the daily schedule in United States’ preschools. This concurrent correlational study took place in linguistically diverse Head Start classrooms where English was the medium of peer play. Hierarchical blockwise regression analyses were used to investigate individual factors that predicted the amount of children’s SDP during free play. Results indicated a significant relation between expressive narrative productivity and the amount of children’s SDP engagement. Practice or Policy: Given the high numbers of urban Head Start classrooms that are comprised of students with a variety of home languages other than English, preschool teachers may support linguistically diverse children’s SDP engagement by focusing on English narrative productivity.

摘要

研究结果：大量研究证明了社会戏剧游戏 (SDP) 对幼儿的社会和学术益处。然而，很少有研究探讨与自由玩耍期间发生的 SDP 数量增加相关的因素，自由玩耍是美国学前班每天日程安排的最大部分。这项同时进行的相关研究在语言多样化的启蒙课堂中进行，在那里英语是同伴游戏的媒介。分层块状回归分析用于调查预测儿童在自由玩耍期间的 SDP 数量的个体因素。结果表明表达性叙事生产力与儿童 SDP 参与量之间存在显着关系。实践或政策：鉴于大量城市启蒙课堂由使用英语以外的多种家庭语言的学生组成，学前教师可以通过专注于英语叙事生产力来支持语言多样化的儿童的 SDP 参与。