Supporting Children’s Learning in Dramatic Play Centers
Play has an essential role in children’s learning. In this brief video, Dr. Jeffrey Trawick-Smith of Eastern Connecticut State University discusses the importance of pretend play. This video was funded by the Connecticut Office of Early Childhood to support implementation of the Connecticut Early Learning and Development Standards.
The following examples of dramatic play centers bring this concept to life. Guided by a clear understanding of children’s developmental needs and capabilities, teachers provide opportunities for learning across a variety of domains.
Preschool Teacher Maureen Ostroff describes her intentional utilization of the classroom dramatic play center. She begins by learning what children know about a topic and shares how she helps them increase their understanding.
|The Train Station
Preschool Teacher Amy Doyle involves children in the planning, creation, and use of a dramatic play center that is based on their interests and experiences.
|The Garden Center
Preschool Teacher Cynthia DeJesús involves children in all aspects of planning and developing a new dramatic play center that is related to their center’s ongoing investigation of nature.
|We Can Clean, Too!
Infant-Toddler Teacher Heather Mulrooney describes how she encourages the emerging pretend play of the toddlers in her care. She plans a play theme based on their daily experiences that is well-matched to their curious nature.
Table of Components
Video Observation worksheet
These documents were created by Terry Surprenant with contributions from Michelle Levy.
Other videos related to the CT ELDS