script for proposal
2. Rationale for conducting the present research
3. Integration of relevant research articles
Quality of Research
Quality of Research
When conducting research, one perspective on evaluating the quality of a particular research paper is whether the research process, data collection, and analysis are performed well. The study conducted by a researcher may at times be misconceiving and not get the perfect expected outcome based on the desired data. Reserve based on quantitative, qualitative, or both types of analysis may still face errors or mistakes; hence, assessing the best suitable research method is key to founding one’s research. A research-based instance for getting textual or ideological data may not be suitable for quantitative analysis, ideal for numerical data.
In the research on the impact of dramatic play on children’s learning, social skills do not include the use of quantitative analysis. The type of data obtained from such as study allows for there to be a need for quantitative analysis. According to crewel evaluation criteria, quantitative evaluators are mainly concerned about the aspects related to analysis, reporting of results, and data collection. The research concept also follows and emphasizes the research process, which makes the quality of variables and the hypothesis for the data.
Qualitative standards in research are morally evaluated and considered depending on the emphasis raised and put in place by one as a researcher. In qualitative research, three perspectives come into play; procedures used in getting data from the space, the philosophy behind the reason for the study, and participation of the different aspects within the paper. The teacher has to collaborate fully with the children to get the most out of the research being conducted. The writing concerning the children’s views, outcome, and quality of analysis are critical in conducting qualitative analysis during a play. Hence, evaluating the type of research is essential in ensuring quality research is performed.
Tuckman, B. W., & Harper, B. E. (2012). Conducting educational research. Rowman & Littlefield Publishers.
Method for Proposal
February 26, 2022
Method for Proposal
The research question is, is there a difference in change in social lives of children who have participated in the dramatic play. Dramatic play for children plays a crucial role in the development and enhancement of children’s social skills. Dramatic plays usually have some story depicting sorrow, happiness, celebration, pity, forgiveness among many other relevant required social skills. A dramatic play where a character is rude, unsocial, or of bad character may affect the child’s perception of society and in the end, affect their social skills. In this study, there are various qualitative methods and data analysis approaches that are used in research on the effect of dramatic play on children’s social skills.
In this study, we are going to take upon a qualitative design method in the study. Interview transcripts, for example, can be used in qualitative analysis (Gaber, 2020). The qualitative analysis relies heavily on the researcher’s analytic and inclusive skills and personal awareness of the social context in which the data is collected, whereas quantitative analysis relies on statistics and is largely independent of the researcher. Analyzing phenomena qualitatively does not focus on explaining or predicting but on “making sense of” them. To conduct qualitative analysis effectively, researchers must have a set of analytical strategies in place, as well as a mindset that is both creative and investigative.
In this research am going to utilize the grounded theory in the conducting of qualitative research. The grounded theory encompasses the use of data in making decisions based on comparative analysis. In this case, the application of ground theory can be set out in trying to compare and define the different impacts of drama play on different children. The distinction between these children can be arrived at through checking the children’s previous social behaviors before the dramatic play and after a series of plays. In cases of noticeable changes in social behavior will indicate dramatic plays have an impact on their social engagements. I selected the qualitative method to address the research question as it based the results from textual data than numerical estimates hence easy to determine the change in social behavior and character.
The participants in the qualitative research will be categories of children of different ages and social classes. The criteria for the selection of participants will be based on their willingness to participate in a dramatic play. The participants will be tested before of their cautious and rude behavior before and after the play to determine the change brought about by the play to their social interactions. For the study, the size of the sample for study will be two groups of ten children each. These two groups will each dramatize their play differently from the other to make certain of the social character difference after the plays. Each participant child in the plays will each have their character to dramatize about with different social characteristics. The participants have to have good public speaking and acting skills to participate in the dramatization and play-acting. They also have to be able to understand and read effectively to participate.
A sampling of the participants will be purposefully considering the different roles available in dramatization. The roles of female actors will have to be done by a girl, while those of males to be done by boys. Some characteristics such as leadership, and character difference will also be a b=very essential considerations for qualitative research. The setting by which data will be collected will be through a questionnaire and dramatization of how the children react differently to different social events. These settings will allow note differences in some responses after what they have learned from the dramatization.
During the dramatic play by the participants, one key data collection method would be most essential to get the most data. This data collection method is observation. Through observation, it becomes possible to collect information without interfering with the play. Another data collection method relevant to the study is the interviewing of the children after the play through some social questions to determine whether there was a change or effect of the play. The use of these two methods ensures that I am able to collect both secondary data and primary data on the effect of dramatization on a child’s social engagement.
I chose these two data collection methods because of their effectiveness and reliability in getting information. Observation helps a researcher avoid having to talk to each and every participant. It also removes bias as the research can compare the changes resultant from before the dramatic play and after the play. An interview will allow for the getting and testis of some social etiquette words the children may have learned from the dramatic play. Hence these two types of data collection methods will allow getting a lot and quality information from participants to answer the research question.
In this research, we are going to utilize descriptive analysis. Descriptive analysis is used to find out what has happened in the past (Smith, 2011). It’s a common first step for companies before going on to more in-depth ground investigations. Let’s take a look at our imagined learning provider from earlier in this chapter as an example. Topnotch Learning may employ descriptive analytics to better understand the completion rates of its students’ courses. Businesses, on the other hand, could be interested in knowing how many people have used their products during a certain period of time. Maybe they’ll use it to see how sales have changed over the last five years. Despite the fact that the organization may not be able to draw inferences from any of these findings, summarizing and presenting the data will help them decide how to proceed.
Gaber, J. (2020). Qualitative analysis for planning & policy: Beyond the numbers. Routledge.
Smith, J., & Firth, J. (2011). Qualitative data analysis: the framework approach. Nurse researcher, 18(2), 52-62.
Running head: RESEARCH REPORT
Children learn social skills through dramatic play
There exists a relationship of misconceptions about play-based learning. There is Criticism that academic work and play must not be mixed. Others suggest that all plays must be structured and goal-directed, not free and open-ended. Research suggests that academic work and play can be melded into a “play-based” learning curriculum.
Moreover, experts advised that the “child-initiated” free play strategy must be used for more effective outcomes. The report would evaluate the relationship between these variables to understand how socio-dramatic play helps in social development in children.
Problem Statement of the research
The impact of play activities on developing social skills has been long neglected in the education system. There has been a lot of Criticism that play should not be mixed with academic work, but research shows that play helps with social skills in children.
In Vygotsky’s cultural-historical theory, play plays a significant role in early childhood development and social skills. Vygotsky believed that play promotes social and cognitive development in children. However, Vygotsky’s perception that sociodramatic play is the opposite of the prevailing belief that play is just a free activity that must be done in free time. Therefore, Vygotsky’s theory differs from other play theories, including constructional play, object-oriented exploration, and games with rules.
According to Vygotsky’s real play activities include (a) acting and taking out rules, (b) creating an imaginary situation, and (c) following specific rules while playing a role. According to scholars, socio-dramatic play facilitates children in developing social skills, especially language and problem-solving skills (Schärer, 2017). The literature shows that young children show significant problem-solving knowledge while participating in socio-dramatic play. The literature also shows that children who participate in sociodramatic plate experience a high level of engagement in their brain because it includes language, emotions, cognitive, and sensory-motor actions. Thus, it develops an effective synaptic connection.
Social knowledge is very important to participate in play activities. Children can learn skills and attitudes needed for play by watching their teachers, parents, and other children. Similarly, playing with peers has a crucial role in social development by offering content. Children may adopt several important social skills such as sharing, talking, cooperation, and understanding their Peer’s perceptions, thoughts, and emotions (Abraham, 2015).
It can be seen that literature shows plays to be a source of enculturating mechanisms. Children learn norms, societal roles, and values. The author has argued that the context of the play is influenced by the development of sequence and the socio-cultural environment of play. Through socio-dramatic play, children also learn social values such as sharing, love, respect, etc. In addition to this, self-regulations become possible in play because children would need to follow the rules constantly monitored by others (Goldstein, 2017).
Purpose of the Study
The research aims to identify socio-dramatic play’s role in developing social skills in children. The research would include a systematic approach to the relationship between socio-dramatic play and social skills in children to achieve this purpose. The study would also discuss the valued shows by children while performing in socio-dramatic play. In addition to this, the literature aims to discuss the relevant literature and theories on the concerned research problem.
The research question is ” How does socio-dramatic play help children develop social skills?” The methodology of the research would answer this question.
Following are hypotheses from the research papers.
Ho: There is a direct and positive relationship between children’s sociodramatic play and social skills.
H1: Children-directed and free play are more impactful in developing children’s problem-solving and language skills (social skills).
Abraham, J. (2015). Socio Dramatic Play: A case study. Conference: Third International Conference on Early Childhood Development.
Goldstein, T. R. (2017). The dramatic pretend play games uniquely improve emotions. Development Science.
Schärer, J. H. (2017). Supporting Young Children’s Learning in a Dramatic Play Environment. Journal of Childhood Studies.
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