Prompt A: 

The children in your 4 year old classroom put on a performance on the subject of children sharing their toys. They created the scenery, props, and costumes, as well as the actors in the performance. Half of the children were actors and the other half were audience members. It was a rich learning experience, and resulted in many conversations about what friends do and how friends share their toys.

The next day a mother and father come in and demand that you explain what their child is learning by pretending and putting on a play. They want their child to learn their "A, B, Cs", days of the week, and math, and they do not value what they consider "playing around" in your classroom.

1. How would you handle the situation with these parents?
2. What specific learning is achieved through drama for young children? Give at least five examples and explain fully.

Prompt B:

The principal in your school does not appreciate or see the value of having a dramatic play area in your classroom, or in any EC classroom. The principal likes neat, clean, tidy classroom environments, and wants you to keep order in the classroom.

One day, after everyone left for the day, the principal went into your classroom and removed all the dramatic play clothes and props, and rearranged the classroom in a more traditional way that aligned with her classroom environment preferences. She saw this as a way of helping you.

The next morning you come into this situation and become very upset. After you calm down, you have a meeting to explain to your principal exactly what young children learn from dramatic play, for your mixed age group of children (3 to 5 years old).

1. What is learned by young children by having dramatic play center/activity choice in your EC classroom? Give 3 examples and explain fully

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