The Use of Roll Play in The Class Room

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. When playing as it is created by the scenes that have 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 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 within 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 Shy or withdrawn children will often find dramatic playing very comfortable when participating in a group.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, in addition 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

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-play they have chosen. A shoe lace could become a police cuff, the living room couch might turn into an airplane, and these all stimulates imaginative thoughts of a child.

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).