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Planning a Camping Play for Children
Introduction
A camping play aims to implement a socio-dramatic camping experience in which children take on the role of campers. Such initiatives have been linked to enhanced social skills and excellent creative outlets (McCabe, 2017). The following steps will be implemented.
Discussion
The first step is introducing the background. Initially, the children will be introduced to socio-dramatic play through discussions and questions. Thus, a dialogue on camping will be encouraged, and questions on who has such experiences prior and what camping associates with will be asked.
Then, material preparations take place. For materials, the teacher is to prepare props such as logs, paper flames, a pot, a tent, and display foods. Moreover, each participant will receive a scout costume, compass, and water flask to complete the scenario with physical attributes. The children will also be encouraged to bring additional objects they associate with camping.
The third step is to divide the tasks. Several tasks will be mentioned as essential to complete during socio-dramatic play. However, imagination will be applied to several of them since making a fire will not involve real flames. Hence, the children will have to place the tent, gather wood, bring water, make a fire, cook on the fire, and look for trails of wild animals. Clues such as faux bear hair will be spread all over the classroom. On being found, the children will have to make loud noises and hide the food, actions that are well-known survival tactics.
After that, it is important to encourage cooperation. The children will divide themselves into teams, and each of the teams will be responsible for certain tasks. As a result, all the outcomes will be the result of teamwork, and success will depend on each member of the socio-dramatic play.
Conclusion
The last step is devoted to assessing the feedback. After the successful completion of the play plan, a discussion will take place in which the children will reflect on the experience, its positive aspects, and potential limitations that will be addressed in a subsequent play.
Reference
McCabe, U. (2017). The drama in Sociodramatic play: Implications for curriculum and pedagogy. NJ, 41(1), 313. Web.
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