Method (3-5 pages)
Use subheadings for each component:
- Research design: qualitative or quantitative.Quantitative. Explain why you selected this design. Within each design indicate your method—such as ethnography or grounded theory for qualitative research or pre-posttest experimental/ quasiexperimental design for quantitative research. Why did you select this method to address your research questions?
- Participants: Who will they be? How many? How did you sample these participants? (ie: purposeful, random etc…) What is the setting in which your data will be collected?
- Data collection: What methods will you use to collect data? Why did you select these methods? How will you try to ensure validity and reliability of the data. Cite Creswell for specific validity strategies.
- Data analysis: How do you plan on analyzing your data? Will you use qualitative methods—such as content analysis or grounded theory coding? Will you use statistical methods, such as t-tests, mean comparison?
- Because you do not have extensive background in data analysis procedures, you may hypothesize your methods and/or ask me for help.
- You must cite any and all research that you will be writing about. If the idea did not come directly from you, then cite. Most of your citations will be in the introduction (ie: citing education legislation to create a need for your research, citing relevant studies that address your research topic). However, you will also need citations in the methods section, concerning your research design, data collection, and data analysis. These citations can come from your Creswell text.
Running head: RESEARCH REPORT
February 11, 2022
Children learn social skills through dramatic play
There exists a relationship of misconceptions about play-based learning. There is Criticism that academic work and play must not be mixed. Others suggest that all plays must be structured and goal-directed, not free and open-ended. Research suggests that academic work and play can be melded into a “play-based” learning curriculum.
Moreover, experts advised that the “child-initiated” free play strategy must be used for more effective outcomes. The report would evaluate the relationship between these variables to understand how socio-dramatic play helps in social development in children.
Problem Statement of the research
The impact of play activities on developing social skills has been long neglected in the education system. There has been a lot of Criticism that play should not be mixed with academic work, but research shows that play helps with social skills in children.
In Vygotsky’s cultural-historical theory, play plays a significant role in early childhood development and social skills. Vygotsky believed that play promotes social and cognitive development in children. However, Vygotsky’s perception that sociodramatic play is the opposite of the prevailing belief that play is just a free activity that must be done in free time. Therefore, Vygotsky’s theory differs from other play theories, including constructional play, object-oriented exploration, and games with rules.
According to Vygotsky’s real play activities include (a) acting and taking out rules, (b) creating an imaginary situation, and (c) following specific rules while playing a role. According to scholars, socio-dramatic play facilitates children in developing social skills, especially language and problem-solving skills (Schärer, 2017). The literature shows that young children show significant problem-solving knowledge while participating in socio-dramatic play. The literature also shows that children who participate in sociodramatic play experience a high level of engagement in their brain because it includes language, emotions, cognitive, and sensory-motor actions. Thus, it develops an effective synaptic connection.
Social knowledge is very important to participate in play activities. Children can learn skills and attitudes needed for play by watching their teachers, parents, and other children. Similarly, playing with peers has a crucial role in social development by offering content. Children may adopt several important social skills such as sharing, talking, cooperation, and understanding their Peer’s perceptions, thoughts, and emotions (Abraham, 2015).
It can be seen that literature shows play to be a source of enculturating mechanisms. Children learn norms, societal roles, and values. The author has argued that the context of the play is influenced by the development of sequence and the socio-cultural environment of play. Through socio-dramatic play, children also learn social values such as sharing, love, respect, etc. In addition to this, self-regulations become possible in play because children would need to follow the rules constantly monitored by others (Goldstein, 2017).
Purpose of the Study
The research aims to identify socio-dramatic play’s role in developing social skills in children. The research would include a systematic approach to the relationship between socio-dramatic play and social skills in children to achieve this purpose. The study would also discuss the valued shows by children while performing in socio-dramatic play. In addition to this, the literature aims to discuss the relevant literature and theories on the concerned research problem.
The research question is ” How does socio-dramatic play help children develop social skills?” The methodology of the research would answer this question.
Following are hypotheses from the research papers.
Ho: There is a direct and positive relationship between children’s sociodramatic play and social skills.
H1: Children-directed and free play are more impactful in developing children’s problem-solving and language skills (social skills).
Abraham, J. (2015). Socio Dramatic Play: A case study. Conference: Third International Conference on Early Childhood Development.
Goldstein, T. R. (2017). The dramatic pretend play games uniquely improve emotions. Development Science.
Schärer, J. H. (2017). Supporting Young Children’s Learning in a Dramatic Play Environment. Journal of Childhood Studies.