A Longitudinal Study Exploring the Relationship of Representational Levels of Three Aspects of Preschool Sociodramatic Play and Early Academic Skills

Abstract

The purpose of this study was to explore the predictive relationship between the level of symbolic representation in preschoolers' sociodramatic play and reading and mathematics abilities and rate of growth in early elementary grades for children with and without disabilities. The relationship of three aspects of sociodramatic play—symbolic agent, symbolic complexity, and symbolic substitution—were assessed. Symbolic agent scores were positively related to math achievement in the early elementary grades, but symbolic complexity was not significantly related to either math or reading abilities. Symbolic substitution was the most powerful predictor of academic abilities, as this aspect of sociodramatic play was positively related to both reading and math skills. Findings are discussed in relation to the importance of representational play that provides young children the experiences that allow them to begin to think symbolically, building the foundation for later learning.