TO INVESTIGATE THE ROLE OF SOCIO-DRAMATIC PLAY MATERIALS IN SUPPORTING LITERACY TEACHING AND LEARNING IN PRE-PRIMARY CLASSROOMS, KENYA

Abstract

Socio-dramatic play is widely recognized as an essential pedagogical approach in early childhood education because it promotes language, communication, and emergent literacy skills. This study investigates the role of socio-dramatic play materials in supporting literacy teaching and learning in pre-primary classrooms. Socio-dramatic play materials such as puppets, costumes, storybooks, writing tools, labels, signs, toy telephones, and role-play props provide opportunities for children to engage in meaningful communication and literacy-rich experiences. Recent studies indicate that dramatic play and teacher-facilitated play enhance vocabulary development, oral language, storytelling, reading readiness, and emergent writing skills among young learners. The study is anchored on Vygotsky’s Sociocultural Theory and Piaget’s Cognitive Development Theory, which emphasize learning through social interaction and active engagement. The findings are expected to contribute to improved literacy instruction in pre-primary classrooms through the effective integration of socio-dramatic play materials. A qualitative research approach with phenomenological design was adopted to gain deep insights into teachers lived experiences and practices.