A conceptual analysis of the role of play as an educational and therapeuric tool in a Johannesburg primary school setting

Abstract

ABSTRACT This research conducts a theoretical analysis of structured dramatic play in a primary school classroom situation using available literature on play, child psychology, education, drama in education and trauma in relation to socio-cultural realities in present day South Africa. It argues that play has the potential to prevent and reduce the levels of violence and trauma, fostering holistic learning that is the implicit philosophy of Outcomes Based Education (OBE). The study posits that dramatic play has the potential to equip a learner with the knowledge, skills, abilities and emotional preparedness and healing to deal with difficult life circumstances. The research does not call for the introduction of play as a subject in the primary school curriculum rather, since play is a process, many of its activities provide opportunities for learning through the already present subject disciplines. This study concludes that dramatic play has an integrated educational and therapeutic capacity to serve the needs of the current South African primary school context. ii