The purpose of the study was to explore the sociodramatic play taking place in an early childhood classroom, with a specific focus on the characteristics of play, the game construction process that takes place during play, children’s agency in their play culture, and finally, the role of teachers as adults and as participants serving as guides and facilitators in the play. The study utilized an ethnographic case study approach to uncover play culture within the Little Daisies classroom. The data for the study came from lengthy observations throughout one school year in the classroom of 5-year-old children and semi-structured interviews with children regarding their sociodramatic play. Findings suggest that children constructing “games with rules” is a significant component of the classroom play culture, and non-distracted sociodramatic play provides children with many opportunities to practice their agency and function as social actors in their close environment. The concept of agency, teachers’ beliefs, and executive function skills were used to contextualize sociodramatic play for further discussion.

该研究的目的是探索幼儿课堂中发生的社会戏剧游戏，特别关注游戏的特征、游戏过程中发生的游戏构建过程、儿童在游戏文化中的能动性，以及最后，教师作为成人和参与者的角色，在戏剧中充当指导者和促进者。该研究采用人种学案例研究方法来揭示小雏菊教室中的游戏文化。这项研究的数据来自于对 5 岁儿童在一个学年的课堂上进行的长时间观察，以及对儿童关于社会戏剧游戏的半结构化访谈。研究结果表明，孩子们构建“有规则的游戏”是课堂游戏文化的重要组成部分，而不受干扰的社会戏剧游戏为孩子们提供了许多机会，让他们在亲密的环境中练习自己作为社会参与者的能动性和功能。代理的概念、教师的信念和执行功能技能被用来将社会剧戏剧置于情境中以供进一步讨论。