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Abstract
The research outlined in this article uses drama as a methodology to effect levels of engagement in sociodramatic play. The study draws on research by the initiators of sociodramatic play training, and provides quantitative and qualitative results in relation to children aged three to six, in a disadvantaged setting. It is shown that children will not always learn to play by playing and that the use of drama pedagogy can develop children’s ability to access dramatic play worlds. Borders and commonalities in discourse around drama in education and early childhood education are examined. Conclusions are made around the importance of the educator’s subject knowledge of drama as a key component of a play pedagogy which best supports sociodramatic play. Working in role, supported by the educator, is centralised as the curriculum provision children need in order to be able to explore the narrative of their worlds.