THE EFFECTS OF DRAMATIC PLAY ON VOCABULARY LEARNING AMONG PRESCHOOLERS

Background and Purpose: Studies have documented the value of dramatic play in enhancing vocabulary development. However, very few studies in Malaysia have examined the effects of dramatic play on vocabulary development among preschoolers. Hence, the purpose of this study is to investigate the effects of dramatic play on the enhancement of vocabulary learning among preschoolers in Malaysia. Methodology: The research was a quasi-experimental study with a pretest and post-test design. Preschoolers from two government preschools participating in a vocabulary instruction with dramatic play for eight weeks were compared with preschoolers who did not participate in vocabulary instruction with dramatic play. Comparison of vocabulary scores between the experimental and control groups was gathered using the Curriculum-Based Measurement (CBM) instrument. Data were analysed using SPSS version 23. Descriptive statistics of mean and standard deviation, and inferential statistics using t test were utilised to analyse the target vocabulary pre-test and post-test scores between the control and experimental groups. Findings: The study showed there were significant differences in the vocabulary scores after the use of vocabulary instruction with dramatic play in the experimental group compared to the control group. In addition, there were significant differences in the vocabulary scores for female preschoolers in the experimental group compared to the control group. Contributions: This study is hoped to be useful for early childhood educators in the employment of effective vocabulary instruction to suit preschoolers' learning preferences in order to develop their vocabulary learning.