What is Structured Play

Too often, young children in kindergarten spend their time on worksheets and paper and pencil tasks, rather than being given developmentally appropriate instruction that incorporates active learning and play. This study explores the relationship between dramatic play and vocabulary development in an urban kindergarten classroom. We report on data from six culturally and linguistically diverse students, who participated in play-based vocabulary instruction. The findings suggest that dramatic play with teacher involvement helped participants' vocabulary gains. The study findings suggest the potential benefit of dramatic play. The authors offer recommendations, and explain challenges and limitations of the study.