33 Assessing learning outcomes: oral language, imaginary and dramatic play
Research has shown that there is a strong relationship between play-based learning and language and literacy development. Play has been found to support the development of emergent reading and writing skills, semantic organisation, and narrative re-telling skills (Stagnitti, Paatsch, Nolan & Campbell, 2020). Specifically, object substitution has been found to predict oral expressive and receptive language abilities. In addition to this, complex play sequences predict emergence of early multi-word speech and narrative skills, such as story comprehension and story production. While children are engaged in imaginary and dramatic play there are several language and literacy abilities that children demonstrate. Play therefore provides teachers with the opportunities to assess students’ speaking and listening, language and literacy skills.
The Literacy Teaching Toolkit
The Victorian Department of Education has developed a Literacy Teaching Toolkit that explains benefits and features of Sociodramatic Play (interacting with others) that has value for teachers outside Victorian context. This toolkit offers practical advice that supports teachers to plan for, and observe, children’s landing in this area. The principles that are discussed are often relevant to more than one context and can be adapted. As you reflect on your context think about the different ways that you could embed socio-dramatic play in your setting.
Voices from the field
Watch the video (4:57) below for additional viewing and voices from the field. The video Assessing Language and Literacy (Deakin & DET, 2021) captures the experience of multiple teachers, who share the assessment potentials they have found in play-based approaches. You will notice that they discuss students’ oral language, stories, speaking and listening, vocabulary and reading throughout play-based learning.
