“What are We Going To Do?” - Problem Solving in Sociodramatic Play - Patricia Becker

Oct 15, 2026

Uploaded by hdkawk

Explores how preschool children solve everyday problems through sociodramatic play, using self-talk and think-aloud strategies during grocery store role play. Drawing on research observations of a 4-year-old, it explains how problem solving supports self-regulation, independence, and self-esteem while reducing frustration and facilitating reconciliation of peer differences. The discussion highlights opposing concepts, descriptive language, environmental print, and planning practices as practical pathways for teachers to strengthen children’s problem-solving development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Sociodramatic Play and Children’s Problem Solving Development

Problem Solving Themes in Sociodramatic Play

Planning to Solve Problems in Sociodramatic Play

“What are We Going To Do?” Problem Solving in Sociodramatic Play Patricia Becker Introduction There’s nothing on the shelves. What are we going to do? We have to stock it. In this narrative from the author’s research, 4-year-old Vincent (pseudonym) utilizes self-talk via think-aloud to problem solve during grocery store play. Vincent’s self-talk illustrates how problems are inherent in children’s everyday lives, and how problem solving skills “travel well” with them (Joseph & Strain, 2010, p. 28; Pawlina & Stanford, 2011) . It demonstrates how sociodramatic play encourages children to actively solve problems, express feelings, and make decisions (Rajan, 2014) . Problem solving is a critical component of academic and social emotional learning. It is a life-long skill. For young children, opportunities to make choices and problem solve lay the foundation for later development of self-determination (Palmer et al., 2012) . Fettig et al. (2016) note that children who are skilled problem solvers, display increased levels of independence and self-esteem. Problem solving decreases frustration, prevents challenging behavior, and helps children reconcile peer differences (Fettig et al., 2016; Gartrell, 2013) . However, young children may not have the experience or ability to resolve problems independently. It is essential to provide them with opportunities to practice problem solving in meaningful and memorable ways (McLennan, 2012) . Sociodramatic Play and Children’s Problem Solving Development One such opportunity is sociodramatic play. In this form of imaginary play, children co-create scenarios, enact roles, and use props. Sociodramatic play supports children’s development of self-regulatory skills, which are fundamental to the development of problem solving (Whitebread et al. , 2009) . Children gain critical thinking skills by problem solving in environments created through drama and play; drama creates an imaginary world for exploring and negotiating multiple problems and solutions (Brown, 2017) . Wasik and Jacobi-Vessels (2017) state that drama “invites opportunities for children to problem solve” and“to use their imaginations and their creativity”(p. 770) . Play, on the other hand, provides an authentic context for children to“examine, investigate, focus, and generalize” knowledge and skills like problem solving (Dennis & Stockall, 2014, p. 5) . Gross (2015) suggests that play serves a significant role in promoting problem solving because children’s investment in finding solutions is greater than during more teacher-directed tasks. Problem Solving Themes in Sociodramatic Play Familiar themes in children’s play can support and enhance their problem solving processes (Ramani & Brownell, 2014) . Scenariosand themes embedded in children’s play narratives allow them to “explore who they are and their place in the world”(Kimber, 2010, p. 1) . Common threads in children’s play narratives include opposing ideas, such as strong and weak e.g. “I’m incharge,” good and bad e.g.“Now you’re a bad cat and I don’t like you,” and brave and cowardly e.g.“I’m not scared ‘cos I’m Spiderman!”(Kimber, 2010) . These opposing ideas are recurring themes in children’s books as well. Children demonstrate understanding of opposing ideas, and in particular the concept of opposite, between the ages of four and five (Phillips & Pexman, 2015) . Table 1 displays opposite concepts displayed in 4-year-old children’s play narratives and 8 Dimensions • Volume 50/Number 1 behaviors. Teachers can model and reinforce use of opposites like empty and full during play, using self-talk. They can draw children’s attention to problems, solutions, causes, and effects with statements like, “The refrigerator was empty, but we went shopping, and now it is full” or “I filled my gas tank at the station, because it was empty”or “The dog’s water dish was empty, so I filled it.” Howe et al. (2014) considers descriptive language, like opposite concepts,

FAQs

How does sociodramatic play help children problem solve?

Children co-create scenarios, enact roles, and use props, which invite opportunities to problem solve, express feelings, and make decisions. The imaginary context helps them negotiate multiple solutions.

What evidence shows problem solving “travels well” with children?

A narrative observation of a 4-year-old shows self-talk via think-aloud used during grocery store play. The author connects this to the idea that problems are inherent in everyday childhood experiences and skills transfer.

What teaching approaches support problem solving during play?

Teachers can model opposites using self-talk, draw attention to causes and effects with sample statements, incorporate environmental print (e.g., signs and checklists), and plan by encouraging children to share narratives and brainstorm alternative materials or solutions.

Oct 15, 2026

Uploaded by hdkawk