ABSTRACT
This chapter examines socio-dramatic play by exploring the necessary skills in reference to scenario and role development, and highlights how creative drama techniques can be employed by early childhood teachers to facilitate those skills. The authenticity and meaningfulness of the data propose specific drama techniques as the locus of play pedagogy, supporting children’s scenario and role skills development. There are differing levels of play skills development within the classroom play context; thus, it is evident that teachers are key participants and, through their involvement, they can support children to reach mature forms of play. Scenario development involves a series of skills which are one way or another related to the development of a story, thus following the appropriate story structure, with dilemmas and solution ideas, as well as accepting other people’s ideas.
