There are two major forms of mediation of sociodramatic play: explanation to children of social roles and relations, and teaching children play skills. Despite being two different approaches, both forms of mediation of sociodramatic play “create the zone of proximal development of the child” (Karpov 61).
The two forms of mediation of sociodramatic play have one major difference in that they take on two completely different approaches. Children are required to understand the roles and relations of sociodramatic play first in order to be able to act upon them. Children have no problem in observing adult behavior, however, they have a difficult time comprehending why adults perform such actions and how such actions go hand in hand with social …show more content…
When it comes to the explanation to children of social roles and relations, teachers and parents “can help clarify children’s understanding of themes and roles by providing relevant experiences such as field trips, classroom visitations by people in different occupations, and stories about different jobs”(Karpov 62). This can be confirmed by many non-Vygotskian studies such as the one involving the railroad station. In this study, the adult figure (teacher) gave her students (5-6 year olds) a model of a train/railroad station and asked them to play railroad station. As a result of lack of knowledge, the children failed to show any signs of sociodramatic play. However, after a class field trip to a railroad station, and an in depth explanation of the different roles of different people at the station, the children were able to successfully play railroad station “enthusiastically and on their own initiative”(Karpov 62). Similarly, the second form of mediation of sociodramatic play, teaching children pay skills, also requires an adult figure to be present in order for the approach to work effectively. As mentioned before, the teachers have two options to interact with children: either from outside or inside the play situation. When a teacher interacts from outside the play situation, he/she asks the child questions, and gives suggestions, clarifications, and instructions. When the teacher interacts from inside the play situation, he/she joins the children’s play by playing a role relevant to the theme. So, as you can see here, both forms of mediation of sociodramatic play require an adult figure, typically a teacher, to help enhance the children's development effectively, no matter which approach is taken. As a result, they act as the guides for the children. Another similarity
The two forms of mediation of sociodramatic play have one major difference in that they take on two completely different approaches. Children are required to understand the roles and relations of sociodramatic play first in order to be able to act upon them. Children have no problem in observing adult behavior, however, they have a difficult time comprehending why adults perform such actions and how such actions go hand in hand with social …show more content…
When it comes to the explanation to children of social roles and relations, teachers and parents “can help clarify children’s understanding of themes and roles by providing relevant experiences such as field trips, classroom visitations by people in different occupations, and stories about different jobs”(Karpov 62). This can be confirmed by many non-Vygotskian studies such as the one involving the railroad station. In this study, the adult figure (teacher) gave her students (5-6 year olds) a model of a train/railroad station and asked them to play railroad station. As a result of lack of knowledge, the children failed to show any signs of sociodramatic play. However, after a class field trip to a railroad station, and an in depth explanation of the different roles of different people at the station, the children were able to successfully play railroad station “enthusiastically and on their own initiative”(Karpov 62). Similarly, the second form of mediation of sociodramatic play, teaching children pay skills, also requires an adult figure to be present in order for the approach to work effectively. As mentioned before, the teachers have two options to interact with children: either from outside or inside the play situation. When a teacher interacts from outside the play situation, he/she asks the child questions, and gives suggestions, clarifications, and instructions. When the teacher interacts from inside the play situation, he/she joins the children’s play by playing a role relevant to the theme. So, as you can see here, both forms of mediation of sociodramatic play require an adult figure, typically a teacher, to help enhance the children's development effectively, no matter which approach is taken. As a result, they act as the guides for the children. Another similarity