Discussion: Based on your research topic, discuss one potential method you can use to collect qualitative data, even if you plan to use a quantitative design. What type of sampling would you use ( pg. 206-207). What type of qualitative data would you collect? Refer to Creswell pg 212 Figure 7.3 for data collection approaches. Based on the approach you select, discuss your methods (ie: observation checklist for observations, interview guide for interviews etc..). Provide reasoning for selecting these methods. How do you plan on analyzing this qualitative data? Refer to Creswell pg 240-252 for assistance. Lastly, provide two methods you would use to support the accuracy of your findings. Refer to Creswell pg. 258-259 for validation measures in qualitative research.
Quantitative research measures behaviors, attitudes, or opinions to reject or support the premise. There are various methods through which researchers collect quantitative data, including telephone interviews, longitudinal studies, surveys, controlled observations, and experiments. I can use controlled observations to collect quantitative data for my research. Observation is a research method where the researcher observes the interactions and behaviors of participants rather than asking them questions. There are various observations, including controlled observation, where a researcher observes the respondents in a contained environment. The researcher uses standardized procedures to carry out the research, and they determine the location, times, and the participants of the study. This method can help me determine how socio-dramatic play helps children develop social skills by assigning the participants to different groups and observing their behavior.
I would use evidence-based response processes and an evidence-based internal structure to support whether the data collection method is valid. Controlled observation can assess social skills by measuring socio-dramatic traits. Also, the data collection method can provide the relationship between social skills and socio-dramatic play. The test-retest method can help show if the measure is consistent across time to help obtain the same results. Additionally, interrater can support the reliability of the data collection method by showing consistency of the measure across different observers.
I can use descriptive analytics to analyze quantitative data. Descriptive analysis helps in determining, summarizing, or showing data points constructively so that patterns can develop to fulfill all conditions of data. This method can conclude the data distribution, help detect outliers and typos, and help establish the relationship between social skills and socio-dramatic play, making me ready to conduct more statistical analyses.
Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27-30.
Children learn social skills through dramatic play
February 11, 2022
Children learn social skills through dramatic play
There exists a relationship of misconceptions about play-based learning. There is Criticism that academic work and play must not be mixed. Others suggest that all plays must be structured and goal-directed, not free and open-ended. Research suggests that academic work and play can be melded into a “play-based" learning curriculum.
Moreover, experts advised that the “child-initiated” free play strategy must be used for more effective outcomes. The report would evaluate the relationship between these variables to understand how socio-dramatic play helps in social development in children.
Problem Statement of the research
The impact of play activities on developing social skills has been long neglected in the education system. There has been a lot of Criticism that play should not be mixed with academic work, but research shows that play helps with social skills in children.
In Vygotsky's cultural-historical theory, play plays a significant role in early childhood development and social skills. Vygotsky believed that play promotes social and cognitive development in children. However, Vygotsky's perception that sociodramatic play is the opposite of the prevailing belief that play is just a free activity that must be done in free time. Therefore, Vygotsky's theory differs from other play theories, including constructional play, object-oriented exploration, and games with rules.
According to Vygotsky's real play activities include (a) acting and taking out rules, (b) creating an imaginary situation, and (c) following specific rules while playing a role. According to scholars, socio-dramatic play facilitates children in developing social skills, especially language and problem-solving skills (Schärer, 2017). The literature shows that young children show significant problem-solving knowledge while participating in socio-dramatic play. The literature also shows that children who participate in sociodramatic play experience a high level of engagement in their brain because it includes language, emotions, cognitive, and sensory-motor actions. Thus, it develops an effective synaptic connection.
Social knowledge is very important to participate in play activities. Children can learn skills and attitudes needed for play by watching their teachers, parents, and other children. Similarly, playing with peers has a crucial role in social development by offering content. Children may adopt several important social skills such as sharing, talking, cooperation, and understanding their Peer's perceptions, thoughts, and emotions (Abraham, 2015).
It can be seen that literature shows play to be a source of enculturating mechanisms. Children learn norms, societal roles, and values. The author has argued that the context of the play is influenced by the development of sequence and the socio-cultural environment of play. Through socio-dramatic play, children also learn social values such as sharing, love, respect, etc. In addition to this, self-regulations become possible in play because children would need to follow the rules constantly monitored by others (Goldstein, 2017).
Purpose of the Study
The research aims to identify socio-dramatic play's role in developing social skills in children. The research would include a systematic approach to the relationship between socio-dramatic play and social skills in children to achieve this purpose. The study would also discuss the valued shows by children while performing in socio-dramatic play. In addition to this, the literature aims to discuss the relevant literature and theories on the concerned research problem.
The research question is " How does socio-dramatic play help children develop social skills?" The methodology of the research would answer this question.
Following are hypotheses from the research papers.
Ho: There is a direct and positive relationship between children's sociodramatic play and social skills.
H1: Children-directed and free play are more impactful in developing children's problem-solving and language skills (social skills).References
Abraham, J. (2015). Socio Dramatic Play: A case study. Conference: Third International Conference on Early Childhood Development.
Goldstein, T. R. (2017). The dramatic pretend play games uniquely improve emotions. Development Science.
Schärer, J. H. (2017). Supporting Young Children’s Learning in a Dramatic Play Environment. Journal of Childhood Studies.