Fein (1981) documented well the research on the relationship between dramatic play and language in early childhood. Pelligrini (1985 p.108) defines dramatic play as the behaviors that children use to transform the identities of actions, people, and objects.
The play has been linked to an increase in children’s vocabulary (Levy, Wolfgang & Koorland 1992) and in short story comprehension. It also facilitates decontextualized language use since the children assign a name to more than one action, person or object.
Levy, Wolfgang & Koorland (1992)argues that it also increases developmental concept in addition to facilitating syntactical complexity. Through symbolic play, children are able to discuss an event devoid of a shared context with each other. In so doing, they get out of the closed contexts that they might be already versed with.
Re-enactment of what is of special interest is common in children. Playing using toys for instance as they are taught a language will be easier for them to remember the language/words of the language because the toys used are of interest to them.
Symbolic play, therefore, is very important as far as the child’s language development is concerned. Reading a book that has animals in it may lead to the children talking about animals that they know mostly from the toys that they might be in possession of.
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