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.

中文翻译：

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社会戏剧中的戏剧：对课程和教学法的影响

摘要本文概述的研究将戏剧作为一种方法来影响社会戏剧的参与度。该研究借鉴了社会戏剧训练的发起者的研究，并在弱势群体中针对3至6岁的儿童提供了定量和定性的结果。结果表明，儿童不会总是通过玩游戏来学习游戏，并且使用戏剧教学法可以提高儿童进入戏剧世界的能力。考察了戏剧和教育中的话语的边界和共同点。结论是教育者的戏剧知识是戏剧教学法的关键组成部分，而戏剧教学法最能支持社会戏剧。在教育工作者的支持下发挥作用，