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Developing quality sociodramatic play in the classroom for young children with language delays |
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Nicki McCullough Calabrese
Canisius College, New York
Research suggests that play is not simply a luxury, but a critical component of programs for all young children. One of the primary reasons for this strong support of play is research that has indicated its potent impact upon social, emotional, physical, and cognitive development. Sociodramatic play, in particular, has been shown to correlate with these areas of development, especially language development. This article discusses guidelines for promoting sociodramatic play in classrooms for young children with language delays.
AJEC Volume 28 No 3 September 2003 You can purchase this issue of the Australian
Journal of Early Childhood now.
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Last Updated ( Tuesday, 30 August 2005 )
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