Sociodramatic play areas

KEY AREA in school development plan:

Learning and Teaching

Priority Development Target
To develop a whole-school approach towards the teaching and learning of reading skills in Year 1 and Year 2 and emergent literacy skills in Kinder 1 and Kinder 2.
 Actions to be taken
Steps to be taken
KAs make use of sociodramatic play to promote emergent literacy.
  • KAs plan activities and prepare age-appropriate play material and equipment.
  •  KAs integrate literacy when planning and preparing for socio-dramatic play.
  •  KAs change the socio-dramatic play area according to topic.
  • KAs take photos/video the socio-dramatic play area when a new topic is introduced.
  • KAs include writing material in the socio-dramatic play area for children to understand that writing is part of everyday life.
  • KAs support the socio-dramatic play by commenting during play, give verbal feedback to learners and/or taking on a role within the play

 What is Sociodramatic play?

Sociodramatic  play can be defined as a kind of play where children accept and assign roles, and then act them out. During sociodramatic play children pretend to be someone or something different from themselves, and dramatise situations and actions to go along with the roles they have chosen to play.


Scholastic Year 2018-2019

Third Term – Kinder 1 & Kinder 2 classes


Second Term – Kinder 1 & Kinder 2 classes


First Term – Kinder 1 & Kinder 2 classes



Scholastic Year 2017-2018

Second Term – Kinder 1


Second Term – Kinder 2



First Term – Kinder 1 & Kinder 2



Scholastic Year 2016-2017 

K1.1 – Ms B. Caruana

Children pretending to be someone or something different from themselves.


K1.2 – Ms M. Grech (Ms F. Galea)

Play offers the best learning experiences and remains a priority in early childhood education (Moyles, 2005).

K1.3- Ms C. Cilia

 Sociodramatic play helps children develop early literacy skills which will support them as they move on through school.

K1.4 – Ms R. Mizzi (Ms M. Galea)

Dramatic play areas provide an opportunity for many types of talk.  When children take part in dramatic activities they “share experiences, explore their understanding of ideas, and interact with peers.” (Morrow, 2007, p.98)


K1.5 – Ms M’A Ciantar (Ms R. Livori)

By creating their own shopping lists these girls are learning that print has a function. 


K1.6 – Ms R. Portelli (Ms D.M. Buttigieg)


Sociodramatic play promotes the development of social skills through interaction with peers or adults. 


K1.7- Ms I. Ghiller

Sociodramatic play increases children’s awareness with written language.


K1.8- Ms C. Camilleri (Ms C. Darmanin)

Acting out and/or retelling a story  during sociodramatic play helps children make that story their own—and truly comprehend it. 

K1.9- Ms L. Dalli (Ms D. Buttigieg)

By  incorporating different literacy props into dramatic play areas, children realise that different tasks require different texts.

K1.10- Ms R. Spiteri (Ms J. Aquilina)

The kindergarten assistant models how to make use of the literacy-related materials in the sociodramatic play area. 

K1.11- Ms E. Formosa (Ms J. German)

Dramatic play promotes the use of speaking and listening skills.

K2.1 – Ms E. Vella (Ms P. Dimech)

During sociodramatic play children learn to ask and answer questions. 

K2.2 – Ms P. Farrugia (Ms C. Grech)

Pretend play is one of the first activities that can be observed in early childhood. 

K2.3 – Ms R. Spiteri Mercieca (Ms E.Camilleri)

By including functional print, such as newspapers, letters, menus, shelf signs, coupons, and labeled food containers, in children’s play areas and giving them paper and pens for writing, we are creating an environment that makes it possible for them to interact with print as adults do.

K2.4 – Ms S. Caruana

By incorporating  different objects into pretend play, children can extend or elaborate on their play.

K2.5 – Ms R. Farrugia (Ms D. Mallia)

To be able to work together in a dramatic play situation, children learn to use language to explain what they are doing.

K2.6 – Ms C. Shires (Ms L. Ebejer)

Language flourishes when children are interacting with adults and peers in a playful manner (Vygotsky, 1967; Zigler & Bishop-Josef, 2004).

K2.7 – Ms N. Camilleri Duca

During dramatic play children make use of make-believe.  Children pretend to be a mother, a fireman, a driver,  a postman etc. by imitating actions they have witnessed others doing.

K2.8 – Ms R. Craus (Ms G. Sciberras)

Sociodramatic Play Areas – November 2016 – January 2017

Sociodramatic Play Areas – April 2017 – June 2017

Other types of play – Small World Play

K2.2 – Ms P. Farrugia ( Ms C. Grech)

Sorting & Classifying Activities 


K2.2 – Ms P. Farrugia ( Ms C. Grech)


Morrow, L. (2007).  Developing literacy in preschool. New York: The Guilford Press.

Morrow, L. & Schickedanz, J. (2006). The relationship between sociodramatic play and literacy development. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research (Vol. 2, pp. 269-280). New York: Guilford Press.

Moyles, J., (2005). The excellence of play. New York: Open Press University.

Vygotsky, L.S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6–18.

Zigler, Edward F., and Sandra J. Bishop-Josef. 2004. “Play under Siege: A Historical Overview.” In E. F. Zigler, D. G. Singer, & S. J. Bishop-Josef (Eds.), Children’s Play: The Roots of Reading, (pp. 1–13). ZERO TO THREE/National Center for Infants, Toddlers and Families.