Rationale.

The value of dramatic play space within the early years classroom is one that has been recognised by many early years teachers (Winston & Tandy 2001).
Often these spaces are set up to match a theme of the classroom. In my design I have chosen a doctors office theme, that includes both a waiting area and an
examining area. It allows the students to engage in dramatic play that centres on the topic of Our Bodies that we are learning about in other areas of the
curriculum. The use of medical props such as the stethoscope and prescription pad helps to address the challenge of encouraging the students to generate
stories and actions that relate to the learning goal (2001). For example, this dramatic play area will encourage the students to name parts of their bodies
when explaining their illness or injury to the doctor (ACARA 2014). This science focus also wants students to identify emotional responses in situations, which
is another story the area can encourage. The doctors office is a familiar area to a range of students, from all backgrounds and regardless of gender, making it
accessible to all (Woodard, et al 2012).

References.
ACARA 2014, Health and Physical Education- Foundation, retrieved 4 March 2016, < http://www.australiancurriculum.edu.au/health-and-physicaleducation/curriculum/f-10?layout=1 >

Winston, J & Tandy, M. 2001, Beginning Drama 4-11, Second Edition, Fulton Publishers Ltd. London, Ch. 3 Beginning Drama in the Early Years, pp36-53,
retirved 4 March 2016, < http://reader.eblib.com.au.ezproxyf.deakin.edu.au/(S(oy2ij1jxzxwm4gkoiwonoimn))/Reader.aspx?p=432772&o=154&u=Y6MUu2SE1v7xwH2LOaP8Ig%3d%3d&t=1457174832&h=64FC1D0AB44
0B21DF3AA9EE30E065CA69EC3E26C&s=23218778&ut=484&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1# >

Woodard C, Mair S and Milch C 2012, Make- Believe Play and Story Based Drama in Early Childhood: Lets Pretend, Jessica Kingsley Publishers, retrieved 4
March 2016, < http://reader.eblib.com.au.ezproxyf.deakin.edu.au/(S(m5gnnc0dfkn451zut4qpm4gr))/Reader.aspx?p=944892&o=154&u=Y6MUu2SE1v7xwH2LOaP8Ig%3d%3d&t=1457175594&h=EB04B61893
8E86CB2881B0B9B30F1BBD666BB6DE&s=23218894&ut=484&pg=1&r=img&c=-1&pat=n&cms=-1&sd=1# >

Imaginative /Dramatic
play area planner

RESOURCES

LAYOUT

Desk
Chairs
Phone
Paper
Pencils
Play money
Magazines
Appointment Calender
Stethoscope
Lab coats
Rubber gloves
Prescription Pads

KEY ROLES
Students:

Doctor
Nurse
Receptionist
Patient/s


Teachers/Adults
Any of the roles, perhaps an older patient.

Waiting area- where the students enter the doctors surgery

There will be a desk and chair for a receptionist and then other chairs for
patients to wait/read magazines.

Examining Area (enclosed by screens)- chairs for the doctor and patient
A small table would be ideal for the doctors tools

OPPORTUNITIES FOR LEARNING

New vocabulary such as body parts and different
emotions
Emotional reaction to illnesses
Positive social interaction

KEY QUESTIONS

What is the most effective office set up?

Do patients want other people being able to see
them while they are with the doctor?
How will we schedule appointments so everyone is
seen?

LEARNING OBJECTIVES

Communicate ideas relating to stories from community

Use facial expression and voice to establish their role
Use the correct vocabulary for body parts
Show concern for others/ empathy

A young couple are expecting their first child

A young boy is interested in changing his
gender/ doesnt feel comfortable in his skin
An young person is feeling sad a lot and
doesnt know why
The case of stomach pain turns into
something more serious.
Older woman is feeling lonely after her
husband dies.

Based on: Winston and Tandy (2001) Beginning Drama 4-11

POTENTIAL
STORIES/DRAMA