Abstract
Differences in the quality of play in thematic and housekeeping organizational patterns of the sociodramatic play center in preschool classrooms were documented by biweekly videotaping children's play during free choice time in 18 classrooms of an early childhood program in a moderately sized Midwest city. Videotapes for each classroom group were divided into the 4 quarters of the academic year. Of these, 68 were randomly selected and evaluated for play quality, utilizing Smilansky's comprehensive criteria. The thematic organization resulted in higher quality sociodramatic play in which the children enacted more roles outside the home, utilized more aspects of their roles, demonstrated higher levels of symbolic prop use, and played longer. Early childhood educators wishing to utilize the thematic organization of the sociodramatic play center will find the practice supported, leading to longer play episodes, increased symbolic prop use, and higher quality make-believe.
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