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

Catherine Elkin Rosen
Child Development
Vol. 45, No. 4 (Dec., 1974), pp. 920-927
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1128077
Stable URL: http://www.jstor.org/stable/1128077
Page Count: 8
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Effects of Sociodramatic Play on Problem-Solving Behavior among Culturally Disadvantaged Preschool Children
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Abstract

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.

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