Dramatic play as teaching content

Abstract

This work presents some didactic orientations constructed from the development and implementation of different Play Projects with 4 and 5-year-old children. Dramatic play was considered to be a teaching content and thus play sequences were planned from a topic selected by the teacher. The analysis of different playing sessions showed how it is not enough to enunciate the topic of the play, but it is also necessary to analyze its format and attend to the knowledge and experiences of the children as a starting point so that brilliant ideas can appear. In addition, it is important to delimit a playful territory based on the definition of stages or sectors for every type of play and, to facilitate in the children the recapitulation of the playing session as a starting point for successive playing experiences. Likewise, the study showed the importance of the commitment of the teacher in diverse playful situations.