Abstract:

Young children with special needs and those acquiring a second language often struggle in developing foundational early literacy skills (Banerjee, Alsalman, & Alqafari, 2016). The critical importance of play regarding the social-emotional and cognitive development of young children has been examined historically and it is also critical to recognize that socio-dramatic play, both free and guided, has been shown to positively impact growth in oral language proficiency and emergent literacy concepts and skills. Relevant literature will be shared as to how free and guided socio-dramatic play can effectively impact the language and literacy understandings of all young learners, including those acquiring a second language and those facing special learning considerations (Berk, & Singer, 2009; Pellis & Pellis, 2007). The neurological connections being made in the brain of the young child during free and guided socio-dramatic play will be highlighted within the context of focus, self-regulation, perseverance, and readiness for learning (Medina, 2014). This becomes a topic of vital importance as US schools are currently moving farther away from providing these learning opportunities within the daily school curriculum. In addition, the purpose and pedagogy of socio-dramatic play in addressing the language and literacy needs of children with special needs and those acquiring a second language, are often not clearly understood (Alverez & Booth, 2014). We will explore the value of socio-dramatic play from both a free and guided play perspective as many researchers concur that limiting access to free play may result in an increase in anxious, maladjusted, and simply unhappy children. Recognizing the levels and qualities of children’s play as it relates to learning (Leong & Bodrova, 2012) and understanding the importance of the role of the adult in supporting high levels of socio-dramatic play through planning, modeling, and scaffolding instruction will be highlighted.

Keywords:

Socio-dramatic play, special needs, emergent literacy, second language acquisition, educational neuroscience.