Dramatic play:Every day - Child Care...

osé: Who are you today?Tonya: Today I�m the big

sister. I have a boyfriend and if youplay daddy you get to fuss when Idon�t come home for dinner.

José: Why don�t you come home?Tonya: Because I go to the foot-

ball games.José: Well, I don�t want to play

daddy. Today I can be a footballer.You can watch.

Tonya: No, I can cheer andjump. Cheer people wear shortskirts and shake paper things.

José: OK. Can Jenny play too?She can throw and catch.

Tonya: OK.

osé and Tonya are engaged indramatic play. They are curi-

ous about the world of adults andare trying on roles and exploringactivities. Their play offers Tonyaand José opportunities to createadventures, practice real-lifeskills, act out fantasies and fears,and interact with people andmaterials in their environment.

Dramatic play is one of achild�s primary tools for learningand making sense of complexactivities and interactions. It�s areßection of a child�s emergingability to deal with symbols aswell as a mirror of social andemotional development.

Through play children learn.Learning�like play�happenswhen children have experiences,process those experiences, andthen make the experience mean-ingful in their lives. For example,4-year-old Tonya has heard theword football, has seen the DallasCowboys play on television, andhas kicked her brother�s football.In her play she�s trying to makesense of her sister�s interest infootball; she wants to understandthe things her near-adult sisterÞnds important. She tests ideaswith José and symbolizes andrecreates her family experiences.Tonya is engaging all areas ofdevelopment�cognitive, lan-guage, social, emotional, andphysical�in her play.

Developing learningskills through dramatic playImaginative play allows children tobuild social relationships, practiceand improve verbal communica-tion, solve problems, negotiate, andcooperate. It�s a major contributorto intellectual development as apure form of symbolic thought(Mayesky, Neuman, andWlodkowski 1985).

To pretend, children need to beable to think symbolically�tomake an object stand for or sym-bolize something it is not.Working with symbols is essentialto reading, writing, doing math,reading a map, and writing music.Language and dramatic playdevelop together as children learnto create and manipulate symbols.

Sometimes parents challengethe notion of play, speciÞcallydramatic play, contending that itis a waste of time and not reallearning. Consider respondingwith some of these reasons whyplay is essential to development.

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Dramaticplay:Everyday

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Cognitive development.Dramatic play enables children to ■ imagine and execute activities;■ explore and manipulate concepts;■ test ideas;■ focus on tasks;■ plan strategy;■ practice, test, and evaluate skills;■ make connections among past

experiences;■ practice sequential and chrono-

logical memory;■ think imaginatively; and■ represent objects and ideas

symbolically.Social and emotional

development. Pretend playenables children to ■ develop friendships and trust;■ take turns, share, and cooperate;■ listen to others;■ negotiate and resolve conßicts;■ learn the relationship between

feeling and behavior;■ learn the consequences of

behaviors;■ express feelings; ■ safely act out fear or anger;■ modify personal behavior to

group goals; ■ understand another person�s

point of view; and■ delay gratiÞcation.

Physical development.Dramatic play offers children theability to ■ practice small (Þne) and large

(gross) muscle skills;■ develop hand-eye coordination;■ develop spatial and distance

awareness;■ practice ßexibility; and ■ negotiate and adjust physical

space needs.Language and literacy

development. Dramatic playhelps children learn to ■ express ideas freely;■ tell and listen to stories;■ practice sequence and chronology;

■ develop activity-speciÞc language; ■ use language for problem-solv-

ing and analysis;■ increase vocabulary;■ practice oral and written com-

munication; and ■ direct or respond to ideas and

activities.

Building an effectivelearning centerThe learning center where chil-dren engage in dramatic playmay be called home living, house-keeping, pretend play, dramaticplay, or living practice. Regardlessof what you call it, the focus is thesame. The center offers children asafe, rich, undirected place toexplore relationships with peopleand things.

Support dramatic play by fol-lowing these tips:■ Provide space for play.

Dramatic play need not be lim-ited to the corner of the room;it occurs all day, inside and out.Make sure the space is safe andthe props appealing. Ideallychildren will self-select dramat-ic play groups�usually threeto Þve children. Encourage thisideal by designating enoughspace and providing enoughprops and dress-up clothes.

■ Schedule enough time for play.Rich dramatic play takes time todevelop. Give children at least45 minutes in the center. Avoiddisruptions from timer bells thatgo off every 15 minutes. Suchdisruptions undermine the skillbuilding that extended playperiods provide. Instead, letplay wind down naturally orsimply ask children if they areready to move on.

■ Plan prop and material pur-chases with multi-use, open-ended activities in mind.Simple props that children canuse in multiple ways are cost-effective and offer better cre-ativity experiences than single-focus toys. Make sure propswork properly and are matchedto the developmental levels oftheir users.

■ Encourage play and offerassistance when appropriate.Offer help to children who lacksocial experience, are new tothe group, or have develop-mental delays. Make sure yourdramatic play areas are accessi-ble to children with disabilities.Check materials and ensurethat they are appropriate forevery child using them. MakemodiÞcations to meet the needsof individual children.


■ Respond to children�s interestsand needs. The most successfuldramatic play is not directed byadults but develops from chil-dren�s questions, curiosity, andneed. Observe children�s playand help create activities thatbridge current skills to newopportunities.

■ Consider storage and organi-zation. Rich dramatic play cen-ters require lots of props andequipment. Plan how you willrotate materials to keep thecenter interesting and how youwill store extra supplies.Consider storing props for eachdramatic play theme in a sepa-rate box. Enlist families to sew,wash, and repair props.

Covering the essentialsDramatic play activities engagechildren of all ages, includinginfants and toddlers. Rememberthe Þrst essential is to keep chil-dren safe. Make sure the area iseasy to supervise and props aresafe for the children using them.

Provide adequate space for thedramatic play center. Successfulcenters are often placed in a corner,offering wall space for a mirrorand clothes hooks. Heavy shelvesor props mark the outer bound-aries of the space. Establishing thecenter near the similarly noisyblock and construction centerencourages children to expandtheir play across both centers.

Infants. Once infants becomemobile�crawling, toddling, orwalking�a home-life dramaticplay area is appropriate. Infantsand toddlers need experienceswith concrete, familiar objects.They typically focus their dra-matic play on domestic orhousekeeping themes. They

imitate and practice adult roleslike cooking, cleaning, and car-ing for a baby, repeating activi-ties over and over. They likelywill play side-by-side, learningthe body mechanics of movingdishes, clanging pot tops, andcatching a glimpse of them-selves in a mirror.

Provide a baby bed for dolls,small rocking chair, full-lengthmirror, and low table. Hang sim-ple dress-up props like scarvesand hats from wall hooks.Additional props can includehome appliances (purchased ormade from wood or cardboardboxes), a variety of empty foodcontainers, real plastic dishes,and cooking pots. Make sure youhave duplicates of popular propsso children younger than 3 aren�texpected to share.

Keep these materials availablethroughout the year. Rotate thebasic props periodically to main-tain interest and enrich play. Asbabies become comfortable in thedramatic play center, add newmaterials and props like dollblankets, dressable dolls, squaresof sheer fabric (to make houseroofs, wedding veils, and babyblankets), and plastic or woodenfruits and vegetables.

Toddlers. Build dramatic playareas for older toddlers on theinfant basics. Add more propsand rotate them more often toencourage exploration and roleplaying. Introduce real equip-ment, like a telephone, alarmclock, or radio that you havecleaned and stripped of danger-ous electrical wires.

Rugs, pillows, and curtains addsoftness and help absorb sound inthis active, noisy area. Cleaningmaterials�child-sized broomsand mops, a dustpan, dust cloths,

bucket, sponge, and even a low-noise, battery-operated hand vac-uum cleaner�expand the centerand reinforce self-help and social-ization concepts.

Preschoolers. Children 3 andolder have generally learned touse symbols in their play. Theyenjoy a learning center thatallows uninhibited practice ofroles and activities. Typicalthemes include health, safety, andrescue�evidence of broadeningexperiences and increasingawareness. Superhero themesand play that focus on good/eviland weak/strong conßicts revealthe fears and expectations thatchildren often work out in dra-matic play.

As pretend play themesexpand, offer children more con-trol over their play. They aren�tlooking to you for solutions tolife�s problems and challenges.Instead children need the timeand support to explore complexproblems, roles, and relation-ships. Watch for and respond toemergent play themes; these giveyou a clue to what�s meaningfulin their lives.

Offer new materials and propsgradually�and always with anexplanation about their functionand use. But don�t limit the useof materials. Dramatic playallows children to turn a blockinto a telephone and a red capeinto a costume for Superman,Little Red Riding Hood, and aparent going to a party.

Help extend play with gentledirection and then move awaygracefully. For example, Vernawants to join the restaurant play.Help her enter the play and thenpull back. You might say to thegroup, �Looks like the MorningCall has new customers coming

12 TEXAS CHILD CARE / WINTER 2005

in.� And to a waiter, �Can we havea table for two?� After a momentyou can break away by hearing apretend phone ring and saying,�Oh excuse me! I really have totake this important phone call.�

Supporting commondramatic playthemesIn addition to basic housekeepingthemes, children often expandtheir play in predictable ways.These dramatic play themesemerge from personal experi-ences (ßying on an airplane orbuying new shoes), from themedia (space travel), and fromfamily activities (camping orgoing to the beach).

Choose from the themes belowto help children develop newcognitive, social, emotional, andlanguage skills.

AirplaneBasic props: travel posters, suit-cases, extra clothes to pack, planechairs, seat belts, oxygen masks,emergency cards, photos ofplanes, tickets, trays for snack,hats for pilots, aprons for ßightattendants, maps

SuitcasesHere�s what you need:■ cardboard boxes shaped like

suitcases. Vary the sizes butmake sure the boxes will nestto maximize storage space.

■ craft knife■ glue■ 1-inch-wide nylon webbing■ hook-and-loop fastener■ wide strapping tape■ stapler■ colored permanent markers■ adhesive-backed labels

1. Glue each box closed on allsides. Let dry.

2. Using the craft knife, cut 2inches from the top aroundthree sides to open the box.

3. Apply strapping tape along theback to make a hinge for thesuitcase.

4. Make a handle by stapling a 6-inch length of nylon webbingto the front.

5. Make latches by stapling twolengths of hook-and-loop fas-tener on the front about 2 inch-es from the edges.

6. Use the markers to draw desti-nation stickers on the labels.Decorate the suitcases.

Instrument panelHere�s what you need:■ tri-panel display board■ aluminum foil■ permanent markers■ straight edge■ craft knife■ plastic bottle caps■ glue■ colored plastic tape■ construction paper■ scissors■ photograph of scenery

1. Cut the display board in halfhorizontally, making two, tri-panel boards.

2. Cover one panel with alu-minum foil and glue in place.Save the second panel foranother use.

3. Cut out a photograph ofscenery and glue this �view� tothe panel.

4. Glue bottle caps to the panel torepresent dials.

5. Draw gauges on constructionpaper and glue to the panel.

6. Outline the view, dials, andgauges with colored plastic tape.

Oxygen masksHere�s what you need:■ plastic margarine tubs or other

plastic containers with straightsides

■ orange, adhesive-backed plastic■ scissors■ permanent marker■ clear vinyl tubing, 10-inch

lengths for each mask■ craft knife■ elastic, 15-inch lengths for each

mask■ hole punch

1. Cover the margarine tubs withorange plastic.

2. Punch holes on opposite sidesof the tub, near the edge.

3. Thread a 15-inch length of elas-tic through the holes and tiesecurely.

4. Cut 10-inch lengths of clearplastic tubing.

5. Draw an outline of the diame-ter of the tubing on the bottomof the tub.

6. Carefully cut an X on the bottomof the tub and push the tubinginto the hole. The Þt should betight enough that it won�t needto be secured with tape or glue.Note: If any children in the

group haven�t ßown, you�ll needto explain the function of the oxy-gen mask and how it drops fromthe overhead compartment.

BeachBasic props: beach or golfumbrella, beach ball, towels, sun-glasses, empty sunscreen bottles,sun hats, swim goggles, radios,beach chairs, swim suits, wadingpool Þlled with sand, wadingpool Þlled with shredded paperor Styrofoam® peanut �water,�beach cabana, sea shells

Make the umbrella safe for theclassroom. Try to borrow a patio


umbrella with its stand. Or use alarge golf umbrella. Secure theshaft to a table leg using three orfour plastic tie-wraps.

CabanaHere�s what you need:■ large box from a washing

machine or refrigerator■ strapping tape■ permanent marker■ straight edge■ craft knife■ 4 yards brightly colored fabric,

bought or donated. Nylon rip-stop is sturdy and will last foryears. Cotton remnants areavailable for less than $1 a yard.

■ scissors

1. Remove any staples from thebox. Tape the box closed on thetop and bottom.

2. Draw cutting lines on each sideof the box. Make them about 4inches from the top and theright and left side edges.

3. On each side of the box, cut thebottom ßush to the base of thebox. Cut on the drawn cuttinglines along the left and rightside edges and the top. Repeatfor the other three sides. Thecorners, ßat top, and base willmake the box sturdy enoughfor play.

4. Fold the fabric along the width,making four yard-long panels.

5. Cut 1-inch-wide strips throughall four layers. Start at the bot-tom selvage and cut to about 3inches from the top selvage.

6. Tape the fabric curtain to thetop of the box. Adjust to makesure all four openings have fab-ric strip doors.Note: The cabana will allow

children to feel that they areusing private space; you will stillÞnd it easy to supervise.

1. Cut two 6-inch lengths of card-board tube.

2. Paint the tubes black.3. Place the pieces side-by-side

and tape together. The tapeboth secures the tubes andadds decoration.

4. Punch holes for a neck strap.5. Tie an 18-inch length of twine

through the holes.

Fishing boatHere�s what you need:■ cardboard appliance box■ craft knife■ permanent marker■ heavy tape■ liquid tempera■ paintbrushes■ long cardboard tubes■ cardboard■ scissors■ glue

1. Cut the appliance box in halfalong the longer side. This willallow you to make two boatsfrom one box. Draw a cuttingline so that the front of the boatis slightly higher than the back.Use the craft knife to cut care-fully. Do this away from chil-dren.

2. Remove any staples, and tapeover any rough cardboard edges.

3. Invite children to paint the boatwith tempera. Allow to drythoroughly.

4. With scissors cut two 4-inchslits into one end of the card-board tubes.

5. Cut an oar shape from the card-board, one for each paddle.

6. Slide the cardboard into the oarhandle. Glue the cardboard inplace.

7. Use the boats indoors or out-doors. Encourage the childrento paddle to their favorite Þsh-ing hole.

BirthdaysBasic props: gift boxes, wrappingpaper, ribbon, party hats, cake-making equipment, candles, playfood, calendar, birthday crown,stuffed animals and dolls, writingmaterials for making birthdaycards, ice cream scoops andpainted Styrofoam® ball �icecream,� Happy Birthday sign

CampingBasic props: tent, canteens, rope,ßashlights, logs for Þre, bandanas,hats, lanterns, Þshing boat andpoles, backpacks, trail mix, sleep-ing bags, binoculars, nature guides,recordings of nature sounds

TentIf you don�t have access to a realtent, improvise!Here� what you need:■ bed sheet■ rope, 10 feet long■ twine■ plastic tent stakes■ hammer

1. Tie a 10-foot length of ropebetween two trees about Þvefeet from the ground.

2. Toss the sheet over the rope.3. Cut twine into 2-foot lengths4. Twist the twine around each

corner of the sheet.5. Pound the tent stakes into the

ground at four points.6. Tie the ends of the twine to the

stakes creating an A-frame tent.

BinocularsHere�s what you need:■ cardboard tubes■ scissors■ cotton twine■ hole punch■ black liquid tempera■ silver duct tape


Fire stationBasic props: Þre hats, hard hats,rain boots, raincoats, hoses, card-board houses, wireless radios, Þretruck, ladder

Wireless radiosHere�s what you need:■ small rectangular boxes■ glue■ aluminum foil■ permanent marker■ drinking straws■ black electrical tape■ black Styrofoam® tray

1. Glue the box closed.2. Cover the box with aluminum

foil. Glue in place.3. Cut two circles from the black

tray. Glue in place on the lowerhalf of the box.

4. Draw a �speaker� screen on theupper half of the box.

5. Cover the drinking straw withfoil.

6. Use black tape to afÞx this�antenna� to one long side ofthe box.

Paper bag raincoatsHere�s what you need:■ brown grocery bags■ permanent marker■ scissors■ yellow and black plastic tape

1. Cut away the two narrow sidesof the bag.

2. Open the bag ßat and cut ahole from the reinforced bagbottom. Make the hole largeenough for a child�s head.

3. Turn the bag inside out.4. Cut and place tape strips to

indicate a placket, buttons, andÞre department insignia on thefront.

5. Use the permanent marker todraw a large ID numeral on theback of the jacket.Note: FireÞghters call their

coat, boots, pants, and hat�turnout gear.�

Fire hatsHere�s what you need:■ posterboard■ scissors■ permanent marker■ clear, adhesive-backed plastic

or laminator■ heavy tape or stapler

1. Draw an outline of the hat onthe poster board. You should beable to get three hats from onesheet.

2. Draw large numerals on thefront of the hat.

3. Laminate the posterboard.Laminating before cuttingreduces the process to one stepinstead of two.

4. Cut out the hat and the semi-circle as shown in the pho-tographs below. Option: Cut a 1-inch-wide and

8-inch-long strip from the poster-board waste. Attach the stripacross the crown of the hat tohold it on the child�s head.


RestaurantBasic props: menus, plates, silver-ware, kitchen supplies, apron,chef�s hat, play food, cash regis-ter, order pad, placemat, tableand chairs

Cash registerHere�s what you need:■ flat gift box■ colored adhesive-backed shelf

paper■ unused sponge■ scissors■ permanent marker■ glue■ colored construction paper■ poker chips

1. Cover the bottom and the lid ofthe box with shelf paper.

2. Mark and cut the sponge into12 equal-size squares.

3. Write the numerals 1 through10 plus 00 and �No Sale� onthe squares.

4. Glue the sponge pieces onto thebox to look like a cash registerkeypad.

5. Make play money from cutconstruction paper and pokerchips.

6. Store the money in the cashregister.

Chef’s hatHere�s what you need:■ large sheets of white paper■ posterboard■ stapler■ heavy tape■ scissors

1. Cut 3-inch-by-20-inch strips ofposterboard.

2. Staple each strip of posterboardinto a circle to Þt children�sheads, making a hat band.

3. Cut the white paper into a 24-inch diameter circle.

6. Line the front placket and neck-line with tape. Or turn underraw edges and hem bymachine.

7. Glue hook-and-loop fastenersto the front of the lab coat.

Space travelBasic props: space helmets,Mylar® space suits (or smocks),spaceship, lunar landing site,walkie-talkies (see Fire Stationwireless radios), instrumentpanel (see Airplane theme onpage 12), rocks, NASA posters,space food packets, air tanks.

SpaceshipHere�s what you need:■ large rectangular box■ craft knife■ black posterboard■ silver duct tape■ liquid tempera ■ paintbrushes

1. Tape the top and bottom of thebox closed with silver ducttape�it�s both structural anddecorative.

2. Cut out the top of the box toallow supervision. Children canstep into a long, low box. If thebox is too tall for easy entry, cutout an entrance door on one side.

3. Cut the posterboard in half.Fold into two cones and tape tohold the shape.

4. Tape the cones to the back ofthe box. These are the boosterrockets.

5. Make an instrument panelinside the front of the spaceship.

6. Invite children to help paint thespaceship, adding stars andinsignia.

4. Pleat and fold the circumfer-ence of the circle to Þt aroundthe hat band.

5. Tape the paper into place onthe inside of the hat band.

Science labBasic props: dust Þlter masks,latex gloves, white lab coats, hairnets, safety goggles, small metaltrays, cotton swabs, eyedroppers,magnifying glass, tweezers, scale,thermometer, clear vinyl tubing,lab journal and pencil, and mate-rials to examine like rocks, seeds,and plants.

Lab coatsHere�s what you need:■ White, long-sleeved dress

shirts. Ask for donations, orcheck the used clothing storeswhere they will be priced atless than $2.

■ scissors■ white cloth tape■ sewing machine (optional)■ hook-and-loop fasteners■ glue

1. Cut the hem of the shirtstraight across.

2. Remove the button placket andcollar.

3. Cut a 12-inch length of tape.Attach it to the back of theshirt, side seam to side seam, atthe child�s waist, gathering fab-ric as you tape. Or sew in placeby machine.

4. Cut the sleeves to about 12inches long.

5. Cut two tape cuffs. Gather andtape the sleeve ends, or sew bymachine.


Landing siteHere�s what you need:■ white sheet■ chunks of soft and hard foam■ scissors■ needle and thread or sewing

machine■ silver duct tape■ black and green liquid tempera

1. Fold the sheet in half across thewidth.

2. Sew the open sides togetherleaving a 2-foot opening on oneside.

3. Dribble splotches of black andgreen paint on the sheet.

4. When the paint is dry, add deco-rative strips of silver duct tape.

5. Place blocks of foam betweenthe sheet layers. Use enough tocreate low craters and ridges.These will move around aschildren climb on the �lunarsurface.�

6. Sew the opening shut.7. Open the landing site on theßoor near the rocket ship.Invite children to pretendweightlessness as they explorethe rocky surface.

Space food packetsHere�s what you need:■ posterboard■ silver duct tape■ scissors■ permanent markers

1. Cut rectangles of posterboard.2. Place tape along each of the

posterboard edges.3. Label each rectangle �package�

with a food name�beef stew,macaroni and cheese, scram-bled eggs, green beans, and icecream, for example.

Air tanksHere�s what you need:■ large plastic soda bottles■ craft knife■ scissors■ silver duct tape■ aluminum foil■ glue■ file-folder rubber bands, 7 to 10

inches long■ clear vinyl tubing, 24-inch

length for one set of tanks

1. Cut the tops off two soda bottles.2. Cover the bottles with alu-

minum foil and glue in place.3. Tape the two bottles together in

two places�one near the topand one near the bottom.

4. Make shoulder straps from Þle-folder rubber bands. Place thebands parallel to each otheralong the lengths of each bottle.

5. Run a third length of tape nearthe center of the bottlesthrough the bands to hold thestraps in place.

6. Cut a 24-inch length of tubing.7. Tape one end of the tubing to

the bottom of one of the bottles.

StoreCreate playful shopping experi-ences with a variety of stores�grocery, ßower shop, pet store,shoe store, and bakery. Gatherbasic props like cash register, pre-tend money, wallets, price stick-ers, signs, aprons, and displayshelves to use for all stores. Usethe following ideas for creatingspecialty shops.

Shoe store: Variety of oldshoes like ballet slippers, westernboots, baby shoes, heels, slippers,work boots, and sport shoes; shoeboxes; shoe polish, brushes, andbufÞng rags; advertising dis-plays; size charts.

Pet store: Pet cages and tanks(borrowed), stuffed animals,leashes, bowls, brushes, emptyfood containers, aquarium nets,plastic Þsh, zip-top plastic bags.

Gardening store: plasticßower pots, gardening gloves,watering cans, spray bottles, plas-tic ßowers on stems, empty seedpackets.

Bakery: bread and mufÞnpans, plastic bowls, woodenspoons, chefs� hats, cookie cut-ters, rolling pin, measuringspoons and cups, recipe books,pot holders, pie tins.

Grocery: Bins, empty foodboxes, brown paper bags, adver-tising signs, shopping baskets.

TheaterBasic props: musical instruments;curtain; puppets; dolls; sparkly,evening-wear costumes like fancypurses, sequined dresses, boas,long gloves, top hats, and silkyscarves; programs; ticket boothand tickets; MC�s microphone;character costumes

MicrophoneHere�s what you need:■ cardboard tube■ Styrofoam® ball■ craft knife■ glue■ black liquid tempera

1. Cut an 8-inch length of tube.2. Glue a Styrofoam® ball to one

end.3. Paint the instrument black.


Ticket boothMake removable signs for thisprop. The same box will serve asa bank ATM machine, a bankteller�s booth, and a post ofÞce.Here�s what you need:■ cardboard appliance box■ craft knife■ permanent marker■ strapping tape■ liquid tempera■ paintbrushes■ permanent marker■ cardboard■ scissors■ glue

1. Remove all heavy staples fromthe box.

2. Tape the bottom and top closed.3. Cut a window out of the front

of the box. Make the cut so thatthe bottom of the opening isabout chest high on the chil-dren. A 4-inch frame aroundthe opening will help keep thebox stable.

4. Cut a swinging door in theback of the box. Make hingeswith lengths of wide strappingtape.

5. Invite children to help paint thebox. Try to keep the colors neu-tral if you�ll use this with morethan one theme.

6. Make a sign that says TICK-ETS. Tape the sign in place overthe window.

7. Make smaller signs that indi-cate ticket prices. Hang theseon the inside of the door,behind the ticket taker.

Character costumesMake character costumes frombrown paper bags (see FireÞghtertheme on page 15) or make thesesimple headbands that identifydifferent characters.Here�s what you need:■ posterboard■ scissors■ wide strapping tape■ drawings or pictures of characters■ glue■ clear, adhesive-backed plastic

or laminator■ hook-and-loop fasteners

1. Cut 4-inch-wide strips ofposterboard. Wrap around chil-dren�s heads to Þt. Tape secure-ly. Make one for each child.

2. Glue a 2-inch length of the hookside of hook-and-loop fastenerto the front of the head band.

3. Cut out, copy, or draw picturesof characters. Make these nolarger than 6 inches square.

4. Laminate the pictures or coverwith clear adhesive-backedplastic.

5. Glue a 2-inch length of the loopside of hook-and-loop fastenerto the back of the characterpiece. The hook-and-loop tapesystem allows children to tradecharacters.

Keeping parentsinformedRegularly share your dramatic playplans with parents. Take the oppor-tunity to ask for help with neededprops or construction projects. Inviteparents to share ideas: Always ask�What is your child talking about athome?� Use this information toextend dramatic play with newprops and equipment.

Often parents have the exper-tise to enrich the center. Whatbetter than to have a real veteri-narian visit the center when thetheme is a pet shop?

ResourcesBarbour, Ann and Blanche

Desjean-Perrotta. 2002. Prop BoxPlay. Beltsville, Md.: GryphonHouse.

Isbell, Rebecca and Christy Isbell.2003. The Complete LearningSpaces Book for Infants andToddlers. Beltsville, Md.:Gryphon House.

Koralek, Derry (Ed). 2004.Spotlight on Young Children andPlay. Washington, D.C.:National Association for theEducation of Young Children.

Mayesky, M., D. Neuman, andR.J. Wlodkowsik. 1985. CreativeActivities for Young Children.New York: Delmar Thompson.

Mitchell, Linda C. 2004. Makingthe most of creativity in activi-ties for young children withdisabilities. Young Children. 59(4): 46-49.

Myhre, Susan M. 1993. Enhancingyour dramatic-play areathrough the use of prop boxes.Young Children 48 (5): 6-11.

Rogers, Cosby S. and Janet K.Sawyers. 1988. Play in the Livesof Children. Washington, D.C.:National Association for theEducation of Young Children.

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