Mexican American Preschoolers Create Stories

Sociodramatic Play in a Dual Language Classroom

Bibliographic Data

ID12752197
AuthorsMari Riojas‐Cortez (The University of Texas at San Antonio, corresponding author)
Year2000
Volume24
Issue3
Pages295-307
Publication date2000-07-01
Open AccessNo
TypeARTICLE
VenueBilingual Research Journal (JOURNAL)
Journal identifiersISSN: 1523-5882 • E-ISSN: 1523-5890
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15235882.2000.10162767
OpenAlexW2072969064
LanguageEN
Citations received6
References cited9

This article describes partial findings of a microethnographic study that focused on the use of language functions and cultural knowledge displayed during sociodramatic play in a pre-kindergarten classroom. The study was conducted at a public elementary school in a small rural community of south central Texas that offers a dual language program from pre-kindergarten to fifth grade. Twelve Mexican American children, seven boys and five girls (4- and 5-year-olds) participated in the study. Data were collected for eight weeks through videotaped observations of free play in the housekeeping and block center. Field notes and a reflexive diary were included as methods of data collection. The children's parents were interviewed to determine the cultural traits that emerged in the children's play. A total of 25 hours of videotaped sociodramatic play episodes was collected. The article illustrates the stories Mexican American children created while engaged in sociodramatic play in a preschool classroom where play was the focus of the curriculum

Curriculum · Developmental psychology · Early childhood education · Focus group · Pedagogy · Sociology · Early Childhood Education and Development · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies

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