A child’s fine and gross motor skill can be developed Physically when a
child pretends to be something or someone else in a theatrical way. From the
very beginning of a child having to put a character’s costume on, to the very
end when the children are putting the props away when the game has finished,
role play builds hand-eye coordination as well as developing visual
discrimination. (Wright,2016).

Cognitive development; make believe play encourages children to use their
imagination by remembering past events and experiences in the memory of
pictures that has been stored in their minds. Whether it’s a
parent writing out a shopping list to then purchase goods in a supermarket or
even a dentist performing a routine medical inspection, by discovering and
observing life experiences it allows children to become very imaginative. (do)when
playing as it is created by the scenes that has been built up in their heads
with imaginary play children recreate these scenes they have built up in their
heads and practice solving problems that are often part of these pretend
scenarios. In observing, discovering and carrying out deductive reasoning,
pretend play is critical for cognitive skills and helping children build the
ability to solve problems and draw their own conclusions. (William,2012).

Verbal
communications typically involve Imaginary play and role play. In order for
children to develop vocabulary and language skills, children need to participate
in dramatic types of play, they practice and copy the words they have heard
others saying. Moreover, for children to respond, follow and participate well
in a game a they will have to listen to others appropriately. This type of play
also promotes listening and collaborate skills, as well as the use of speaking.
Expressive language will encourage the children to play Dramatically. Children must
learn with in their pretend roles to communicate their wishes within the group in
order to motivate them. Shy or withdrawn children will often find dramatic
playing very comfortable when participating in a group.

Literacy skills in role play

In order to portray experiences with
prejudice, teachers can use role playing scenario or name-calling and practice
effective interventions to stop the harassment or bullying with children.  All children can have a chance to act out
their feelings and ideas in small group settings in role playing.  children who may be more reluctant to share
their ideas in a larger group setting, will find smaller groups easier to deal
with. The role- play of bullying, victims, and the bystander can be experienced
when children are given the opportunity to play different scenarios. The
children will also learn how to help others to help avoid bullying and those
that are being bullied. Teachers that have detected various situations of bullying
they’ve observed occurring in the class room would be more effective in developing
feelings of empathy as it would be more effective. Moreover, this will allow
children to be happier in their learning environment because they would have
learnt how to tackle bullying as it is wrong, inadition what to do if it
occurs. Dramatic play for preschoolers is another great stepping stone for
learning to self-regulate their emotions and actions as they are known for
acting with impulse. Children are known to stick to dramatic playing as it
motivates and helps them develop well in the class room. The children will also
be able to alternate perspectives as they recognize different roles of people
in their communities and in their lives.  Both unstructured and structured dramatic play
offer teachable moments about conflict resolution. Inevitably, disagreements
will naturally arise during dramatic play, which offers children a chance to
arrange a compromise and work through challenging differences. Follow up
activities are a great way to engage children to respond when class mates are
being teased or bullied, working in a group to create a role- play relating to
anti- bullying will create positive on-going interventions.  (Airth,2013).

Role play used to help
bullying

2.      Unstructured play is where children often
create their own set, as well as having the freedom to choose their own planned
settings based on the role-paly they have chosen. A shoe lace could become a
police cuff, the living room couch might turn into an airplane, this all stimulates imaginative thoughts of a child.

1.      One outcome is pre- determined Structured
play. A parent or teacher sets up a scenario for the children to play into,
such as setting up an “hospital”, and the children then choose and assign roles
from what it available and then work through problems that come the set.

There are two types of role play, which are
structured and unstructured:

Role-play is the
acting out of the part of a person or character, this can be done when you’re pretending to be another person and
using your imagination to speak, think and even feel like that character. Role
play is important for children to improve their social development as it
encourages friendship through listening, cooperation and taking turns with one
another.  Role play is a fantastic way
for children to stimulate their imaginations and enhance their social
development. Moreover, empathy is encouraged when role play situations are in
the class room, as it is good to
understand and share their feelings with each other. It is also good When children
set the context and in order for the teachers to support the learning and
gently observe the children. The intellectual and social development of a child
is very crucial as it plays a very big part in the growth of both thought and languages.
(Wright2016).

The importance of role play

A
RANGE OF USES OF ROLL PLAY IN THE CLASS ROOM

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