How is gender constructed and represented through socio-dramatic play in a reception classroom?

Abstract \ud \ud Socio-dramatic play is a language-rich, absorbing form of symbolic play which \ud naturally engages young children in portraying characters from domestic and \ud fantasy narratives. This study explores the importance of socio-dramatic play in \ud the classroom, set against the context of current debates surrounding the formalisation \ud of Early Years schooling. Using vignettes of socio-dramatic play taken \ud from participant observation in an East Midlands reception class, themes of \ud power in peer relationships, the construction of gender and the effects of adult \ud interaction in play are explored. The study is child-centred and takes a multidisciplinary \ud approach with analysis drawing on theories of post-structural feminism, \ud symbolic interactionism and drama practice. The conclusion reiterates the \ud need for adults to value, and interact in, imaginative play in a highly results-\ud driven school culture. A discussion of suitable methodology for research with \ud young children is presented, with suggestions for how the study can contribute \ud to doctoral level research. The study will be of interest to Early Years practitioners, \ud teachers, parents, policy makers and advocates for the child’s right to play