Young children use their knowledge to inform their play. As they acquire new knowledge, it becomes incorporated into their play and the play becomes more sophisticated. For teachers, this is where we begin to look for evidence of the children's knowledge and understanding.
In our Medieval Study, the children's knowledge and application of it has become very clear during their play in drama. As the children have learned new information, their ideas about knights, castles, and princesses have changed and evolved. Vocabulary becomes a key component here. When a child remembered that knights didn't have guns, he reached into this new bank of knowledge and thought about how knights used crossbows, so his play changed as a result. He then further recalled that flaming arrows were used to attack castles.
 |
| Digging a tunnel under a castle. |
Later in the play in drama, a child also remembered that the super sneaky way to get into a castle was to tunnel underneath (something he learned from the expert who visited our classroom). This led him to crawl under a structure and proclaim, "I'm digging a tunnel under the castle!" For children who were not pretending to be knights, the appearance of an attacking knight meant that they must escape. When Miss Chalmers introduced the words 'carriage' and 'wagon' into this escape plan, the children adjusted their play by pretending to be on a bumpy wagon. In this manner, the play evolved and deepened. In all of these ways, vocabulary is a key component that supports the play.
 |
| Escaping in a carriage! |
Similarly, the knowledge of roles can inform the play. After doing research during our planning meeting by reading some books and discussing what we learned about the various workers in the castle, children came to drama ready to act out these roles. Two children began working as the master mason and mason, workers who shaped the stones for the castle walls. They then spent their time inspecting and repairing the walls of the castle. As the children learn more about who belongs in a castle and what those people do, they are able to tailor their play to these roles and react to the story happening around them appropriately.
 |
| Masons inspecting the castle walls. |
 |
| The mason works hard on the castle while the lord supervises. |
The use of vocabulary and appropriate fantasy play allows teachers to see that the children are not only processing what they are learning, but also continuing the developmentally appropriate separation of fantasy and reality. As children process experiences and knowledge through their play, they learn how to deal with their emotions, use appropriate language, and resolve conflicts. They are able to have freedom within structure and choice with direction, all while continuing the work of childhood.
