The Effects of Sociodramatic Play on Problem-solving Behavior among Culturally Disadvantaged Preschool Children

Abstract

ROSEN, CATHERINE ELKIN. The Effects of Sociodramatic Play on Problem-solving Behavior among Culturally Disadvantaged Preschool Children. CHILD DEVELOPMENT, 1974, 45, 920-927. After replicating with American kindergartners Smilansky's finding that disadvantaged youngsters are exceeded in amount and quality of sociodramatic play by advantaged youngsters, 2 classes of disadvantaged kindergartners were given 40 days of instruction and practice in sociodramatic play. Compared with 2 control classes, the experimentals showed significant improvement in posttest group problem-solving behavior, effectiveness in solving group problems requiring maximum cooperation and minimum competition, and role-taking skills. These results support the prediction that acquisition and performance of sociodramatic play improves the problem-solving behavior of culturally disadvantaged children.