In early childhood education, terms like dramatic play, role play and pretend play are often used interchangeably. Educators can support both child-directed dramatic play (also known as free play) and structured theatre games (which require predetermined goals and direction from educators).
Children are naturally driven to act out imaginary situations, including taking on roles as someone or something other than themselves. This is how children express themselves, explore emotions, and understand complex subjects.
Dramatic play can involve other forms of performing arts, like music and dance.
EYLF learning outcomes
Drama links with the Early Years Learning Framework as it allows children to express their ideas and make meaning using a range of media (5.3). Children can use their imagination and creativity (4.1) to solve problems, experiment and hypothesise (4.2) about a range of social and emotional issues (3.1).
Role play inspiration
Children will most likely choose their own roles, but here are some suggestions:
Athlete, author, backpacker, barista, ballerina, beachgoer, bushranger, camper, captain, cricket player, electrician, father, fisherman, lifeguard, makeup artist, mermaid, miner, news reporter, sheep farmer, surfer, tour guide, veterinarian, volunteer, wildlife ranger or zookeeper.
Plan your role play
Do you have a group of children who enjoy role-playing together? Suggest they take a few moments to talk before they begin. They can decide what they want to happen in their story, who will play what roles, and identify any resources they may need.
Also allow time for your children to reflect on their role-play experiences, discussing what they learned and enjoyed. How can they develop their story next time?
Gain knowledge
Early childhood educators can develop children's knowledge of the roles they are playing. As an example, children who are pretending to put out a fire could learn about fire services and what it means to work as a firefighter.
- Provide children with relevant picture books.
- Help children research using the library or the internet.
- Connect children with community members who fulfil these roles.
Use props and costumes
Children don't need elaborate costumes and props as imagination is their most powerful tool. However, a few simple resources will quickly develop their play and learning possibilities.
- Where possible, provide real-life resources rather than toys (e.g. a real pram, microwave or vacuum cleaner).
- Support children to make their own costumes and props from recycled materials, fabric, paper and cardboard.
- Add authentic multicultural costumes, accessories and props to your learning environment. Ensure educators are knowledgeable about these items and can explain how and why to use them.
- Play sound effects. Search on YouTube for background sounds that are relevant to your children's play.
Theatre games
Throw a pretend ball
- All children stand in a circle.
- One child is chosen to start the game. They make eye contact with a second child in the circle, before pretending to throw or roll a ball to them.
- The second child pretends to catch the ball.
- The children continue pretending to throw or roll a ball to other children in the circle.
Play hot potato
Children pass a real or pretend potato around a circle. An educator calls out "hot potato" which means they need to pass it quickly without burning their fingers, or "cold potato" which means passing it normally.
Show emotion
One child makes a face that shows a specific emotion (e.g. happiness) and other children copy them.
Play charades
One child pretends to be something (e.g. a car, a football player) using actions but no sounds. Other children guess what it is.
Charades can be played with themes that match other areas of learning, like Australian animals or types of weather.
Imagine
- Show an object to children. Ask them to take turns demonstrating three creative ways to use that object (e.g. a piece of paper could be a hat).
- Think of something you have never seen or experienced (e.g. riding on a unicorn). Imagine what it would be like. Now, act it out with your friends.
Dramatic play with babies and toddlers
Very young children can participate in dramatic play and role play learning experiences. Educators can sit with babies and toddlers to play simple games. Firstly, demonstrate the action yourself. Next, encourage children to copy you. Educators can also copy any actions initiated by the children.
- Perform an action (e.g. waving hello, peek-a-boo).
- Pretend to perform a daily routine (e.g. getting into bed).
- Interact with a doll or soft toy in various ways (e.g. give it a hug, pretend to feed it, brush its hair).
- Use basic props but pretend they are something else (e.g. use a tea towel to wrap a baby doll or pretend a block is a piece of food).
- Practice asking for help using gestures or language (e.g. asking for a drink). Another person responds by giving help (e.g. passing a tea cup).
Talk to children about the storyline of dramatic play first:
- "Should we wipe teddy's face?"
- "Oh no! Teddy has fallen over. What should we do?"
- "We can all wear hats to the party! Which hat do you want?"
Resources
Picture books
- Imagine by Alison Lester
- Not a Box by Antoinette Portis