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Explore the Play Studio for Teachers approach through teachers’ roles in guided dramatic play. Each role pairs an overview and research-based strategies with example clips drawn from real classroom scenarios.

CO-PLANNER
CO-PLAYER
PLAY LEADER
PLAY DIRECTOR
CATALYST FOR REFLECTION
CO-NARRATOR
Before the Play

Co-Planner

Helps children prepare for and organize the play

Strategies

  • Introduce the scenario.
  • Connect to background knowledge.
  • Build common knowledge (novice players and/or new scenario) or deepen knowledge about the scenario (high-level players and/or familiar scenario).
  • Introduce props or provocations in the DP area and/or involve children in transforming the area.
  • Introduce roles, role sequences, and role speech (novice players, new scenario); extend role sequences (high-level players and/or familiar scenario).
  • Infuse language and literacy by incorporating writing/drawing into planning (e.g., invite children to represent their play plans).
  • Foster conflict resolution skills by anticipating potential problems and discussing solution strategies (e.g., what to do if two children want the same prop).
Co-Planner: Planning a Pizzeria Scenario with Children Before Play
Co-Planner

Planning a Pizzeria Scenario with Children Before Play

Co-Planner: Introducing Roles and Symbolic Props at the Post Office
Co-Planner

Introducing Roles and Symbolic Props at the Post Office

During the Play

Co-Player

Joins the play by following the children’s lead from within the imaginary scenario (taking on an equal or subordinate role)

Strategies

  • Model role sequences.
  • Model role speech.
  • Model using new vocabulary.
  • Model using props; encourage players’ use of props.
  • Encourage interactions among players.
  • Infuse drama or new storylines, new role sequences, or variations.
  • Model problem-solving to sustain the play.
  • Model infusing writing in the context of the scenario.
  • Model that the spoken word can be written, and writing can be read.
Co-Player: Building on Children's Ideas
Co-Player

Building on Children's Ideas

Co-Player: Letting Children Lead the Storyline
Co-Player

Letting Children Lead the Storyline

Co-Player: Following the Child's Lead Within the Play Frame
Co-Player

Following the Child's Lead Within the Play Frame

Co-Player: Building on Children's Ideas from Inside the Play
Co-Player

Building on Children's Ideas from Inside the Play

Co-Player: Supporting Pretend Play from Inside the Scenario
Co-Player

Supporting Pretend Play from Inside the Scenario

Co-Player: Following the Child's Lead as Grandma
Co-Player

Following the Child's Lead as Grandma

During the Play

Play Leader

Guides and extends the play from within the imaginary scenario (taking on a predominant role)

Strategies

  • Model role sequences.
  • Model role speech.
  • Model using new vocabulary.
  • Model using props; encourage players’ use of props.
  • Encourage interactions among players.
  • Infuse drama or new storylines, new role sequences, or variations.
  • Model problem-solving to sustain the play.
  • Model infusing writing in the context of the scenario.
  • Model that the spoken word can be written, and writing can be read.
Play Leader: Modeling Role Sequences and Prop Use at the Register
Play Leader

Modeling Role Sequences and Prop Use at the Register

Play Leader: Supporting Meaningful Literacy Practices
Play Leader

Supporting Meaningful Literacy Practices

Play Leader: Modeling Role Sequences and Role Speech in Dramatic Play
Play Leader

Modeling Role Sequences and Role Speech in Dramatic Play

Play Leader: Staying in Role to Solve a Problem in Home Play
Play Leader

Staying in Role to Solve a Problem in Home Play

During the Play

Play Director

Guides and extends the play from outside the imaginary scenario

Strategies

  • Make explicit suggestions to enrich the scenario and extend the play.
  • Demonstrate how to use props.
  • Explicitly teach children to use language in the service of their play (e.g., assign names to play props).
  • Directly provide information about the play (e.g., explain role sequences).
  • Explain how to extend the scenario or add a new role.
  • Suggest a solution strategy to a problem that arises and offer to assist if the child’s attempt to solve the problem doesn’t work.
  • Provide specific feedback by noticing and naming the knowledge and skills children apply in the context of the play scenario.
  • Facilitate children’s metacommunication when they step out of the play frame to renegotiate roles, clarify rules, or adjust the storyline.
Play Director: Stepping Outside the Play Frame to Talk About Roles
Play Director

Stepping Outside the Play Frame to Talk About Roles

Play Director: Nudging the Play Forward from the Sidelines
Play Director

Nudging the Play Forward from the Sidelines

Play Director: Thinking Through the Steps of Being a Customer
Play Director

Thinking Through the Steps of Being a Customer

Play Director: Thinking Through the Process of Mailing a Letter
Play Director

Thinking Through the Process of Mailing a Letter

Play Director: Affirming a Child's Ideas Through Metacommunication
Play Director

Affirming a Child's Ideas Through Metacommunication

Play Director: Helping Children Solve a Problem in the Play
Play Director

Helping Children Solve a Problem in the Play

Play Director: Introducing Vocabulary in Context
Play Director

Introducing Vocabulary in Context

Play Director: Stepping In, Then Stepping Back at the Post Office
Play Director

Stepping In, Then Stepping Back at the Post Office

After the Play

Catalyst for Reflection

Helps children reflect on, evaluate, and plan for future play

Strategies

  • Briefly recap the play.
  • Name particular knowledge and skills children demonstrated during the play.
  • Seek children’s views on the play (e.g., What went well? What problems did you encounter? What do we need to think about/plan for next time?).
  • Plan for future play; follow up on children’s suggestions in next play cycle.
Catalyst for Reflection: Guiding a Post-Play Conversation
Catalyst for Reflection

Guiding a Post-Play Conversation

After the Play

Co-Narrator

Helps children revisit and represent their play experiences

Strategies

  • Reflect the story of the play scenario back to children using photographs and storytelling techniques. For example, show a series of photographs you took during the play while using verbal “story language” to tell the story of the play. After demonstrating this a few times, teachers may involve children in making and telling the story of the play.
  • Share selected photographs of the play with children to elicit their reflections.
  • Write a paragraph about the play on chart paper and read it back to the children as a language experience chart. Invite children to add illustrations to your words, or to retell the story of the play in their own way.
  • Select a particular aspect of the play and learning to highlight for children when sharing documentation.
  • If particular problems were encountered, utilize them as an authentic context for discussion and thinking through conflict resolution strategies together.
  • Elicit children’s ideas for next steps in future play, and offer your suggestions.
Co-Narrator: Retelling the Story of the Play
Co-Narrator

Retelling the Story of the Play

Co-Narrator: Using Photos to Reflect on Play Together
Co-Narrator

Using Photos to Reflect on Play Together

Co-Narrator: Using Photo Elicitation to Reflect on Play
Co-Narrator

Using Photo Elicitation to Reflect on Play

Co-Narrator: Reflecting and Planning for the Next Round of Play
Co-Narrator

Reflecting and Planning for the Next Round of Play