Young children's use of narrative strategies and the role of the teacher as side coach in dramatic play

This study examined children's use of narrative strategies and social purposes in dramatic play through a sociocultural theoretical lens. We analysed language and nonverbal communication in play scenarios involving 17 kindergarteners and their teacher. Children used language and other communication modes to develop plot, character, and setting. Children provided information, asked questions and regulated others' behaviour to develop and support plot. Character development was achieved through expressing needs, feelings and opinions. The teacher supported children's narrative development by providing cultural knowledge. Findings show dramatic play to be an authentic context for observing children's knowledge of narrative development and supporting literacy.