Cell phones as ‘super props’: children’s language development in sociodramatic play

ABSTRACT

In children’s early years, they frequently pretend, create and take on roles while engaging in the dramatic play area where symbols, language and culture are spontaneously developed and applied. Although abundant research has been conducted on sociodramatic play incorporating digital tools and using props, previous research has given less attention to children using non-functional communication devices as play props. This paper aims to explore children’s language development using non-functional communication devices, such as cell phones, through sociodramatic play, and the study was conducted in two preschool classrooms with 4–5-year-old children. We find that children who incorporate non-functional communication devices into their sociodramatic play expand their language use, extend storylines, develop new characters and practice new words and ways of speaking. Additionally, the inclusion of these devices affords children opportunities to explore imaginary storylines and cultural language usages, rules and norms in different relational ways.

KEYWORDS:

• Language development and learning
• sociocultural theory
• sociodramatic play
• early childhood education
• non-functional cell phones

Disclosure statement

No potential conflict of interest was reported by the authors.