| Summary: | Abstract
Socio-dramatic play is a language-rich, absorbing form of symbolic play which
naturally engages young children in portraying characters from domestic and
fantasy narratives. This study explores the importance of socio-dramatic play in
the classroom, set against the context of current debates surrounding the formalisation
of Early Years schooling. Using vignettes of socio-dramatic play taken
from participant observation in an East Midlands reception class, themes of
power in peer relationships, the construction of gender and the effects of adult
interaction in play are explored. The study is child-centred and takes a multidisciplinary
approach with analysis drawing on theories of post-structural feminism,
symbolic interactionism and drama practice. The conclusion reiterates the
need for adults to value, and interact in, imaginative play in a highly results-
driven school culture. A discussion of suitable methodology for research with
young children is presented, with suggestions for how the study can contribute
to doctoral level research. The study will be of interest to Early Years practitioners,
teachers, parents, policy makers and advocates for the child’s right to play.
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