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Stickley, Matilda (2014) How is gender constructed and represented through socio-dramatic play in a reception classroom? [Dissertation (University of Nottingham only)]

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Abstract

Abstract

Socio-dramatic play is a language-rich, absorbing form of symbolic play which

naturally engages young children in portraying characters from domestic and

fantasy narratives. This study explores the importance of socio-dramatic play in

the classroom, set against the context of current debates surrounding the formalisation

of Early Years schooling. Using vignettes of socio-dramatic play taken

from participant observation in an East Midlands reception class, themes of

power in peer relationships, the construction of gender and the effects of adult

interaction in play are explored. The study is child-centred and takes a multidisciplinary

approach with analysis drawing on theories of post-structural feminism,

symbolic interactionism and drama practice. The conclusion reiterates the

need for adults to value, and interact in, imaginative play in a highly results-

driven school culture. A discussion of suitable methodology for research with

young children is presented, with suggestions for how the study can contribute

to doctoral level research. The study will be of interest to Early Years practitioners,

teachers, parents, policy makers and advocates for the child’s right to play.

Item Type:	Dissertation (University of Nottingham only)
Depositing User:	Gigg, Diane
Date Deposited:	19 Jan 2015 11:33
Last Modified:	19 Oct 2017 14:12
URI:	https://eprints.nottingham.ac.uk/id/eprint/28122

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