Young children’s use of narrative strategies and the role of the teacher as side coach in dramatic play

ABSTRACT

This study examined children’s use of narrative strategies and social purposes in dramatic play through a sociocultural theoretical lens. We analysed language and nonverbal communication in play scenarios involving 17 kindergarteners and their teacher. Children used language and other communication modes to develop plot, character, and setting. Children provided information, asked questions and regulated others’ behaviour to develop and support plot. Character development was achieved through expressing needs, feelings and opinions. The teacher supported children’s narrative development by providing cultural knowledge. Findings show dramatic play to be an authentic context for observing children’s knowledge of narrative development and supporting literacy.

KEYWORDS:

• Dramatic play
• narrative co-construction
• narrative knowledge
• genre knowledge
• early childhood literacy
• teacher scaffolding

Acknowledgements

We are very grateful to Polly, her students and her school for participating in our research. We thank the Social Sciences and Humanities Research Council of Canada for funding this research through a Partnership Grant. We thank the teachers and students for their participation in the Northern Oral Language and Writing Through Play (NOW Play) Project.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was funded by the Social Sciences and Humanities Research Council of Canada [grant number 895121007].