Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners

Abstract

English language learners are often at risk for communication and language delays—crucial elements in the foundation of early literacy skills. Studies have shown that preschool children involved in sociodramatic play demonstrate greater proficiency and interest in language development and reading. The manuscript shares evidence-based strategies to support early literacy skills for English language learners during sociodramatic play during center times in a preschool routine. Specific environmental adaptations and adult interventions that teachers can use in their preschool classrooms to facilitate play that encourages early literacy skills are described.