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Doctors Role-Play Dialogue.

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Introduction

Introduction I have chosen to do the doctors for my assignment as it has plenty of opportunities for early pretend writing and mark-making, which the activity is partly designed to encourage. Also the doctors is a place where children go if they are ill and to get regular jabs. Even if the child is not ill they might go with their parents if they are ill. I'm going to set up a doctor's role-play for two age groups of 2 and half and five year olds. I want to plan and promote the development of children's literacy skills by getting the children to pretend their dolly is ill. I will try and persuade them to get involved as possible by getting them to make appointments and giving them opportunities to develop and promote their reading, comprehension and writing skills. The activity sheets I have prepared try to promote these among other things such as learning colours. These activity sheets will be in the doctor's waiting room so the children won't get bored and can be doing something they will enjoy and learn from. I will need two desks, one for a reception desk and one for a doctor's desk, these are normally found in a school setting anyway so that will not be problem to obtain. ...read more.

Middle

Nursery Nurse: Give the doctor the activity sheet Chloe. Child: Hands the activity sheet to the doctor. Doctor: So Annie's ear is hurting her? Child: Yes Doctor: How long has it been hurting her for? Child: Long, long time. Doctor: OK, let's have a look in dolly's ear. OK everything seems fine. Just let Annie rest and give her lots of juice. Would Chloe like a sweet for being a good girl and caring for her dolly? Child: Yes please. This first role play looks at how a 2 and a half year old might become involved in this activity 'At the doctors' which I have described in the first part of this assignment. It tries to show how the child might become involved in the role play, use the props, interact with the staff and younger children and do some early pretend writing and mark-making which the activity is partly designed to encourage. The nursery nurse uses motherese (care giver language) when talking to the child. When using motherese, it repeats and reinforces a word correctly. For example, in this role play the child says 'opital', then the nursery nurse repeats what the child has said but in the correct way by saying 'hospital'. ...read more.

Conclusion

Doctor: Hello Chloe. Now what is wrong with Leanne? Child: Leanne's stomach is hurting her. Doctor: How long has it been hurting her for? Child: Ages!!!! Doctor: OK, I'm going to look in Leanne's mouth and ears. Child: Will you make her better? Doctor: I'll do my best. OK, Leanne should be fine if you take good care of her, let her have plenty of rest and don't let her eat loads of sweets. Would you like a lollipop for being a good girl and caring for your dolly? Child: Yes please. Thank you. This second scenario looks at how a five year old may get involved in the doctor role play. It will be very similar to that off a two and a half year old but the five year old will get more involved in the role play and mark making. The child will understand more and be curious about the role play. A five year old has a broader, active vocabulary, more accurate grammar and more complex structure. Articles such as 'a, the, same, these and those' are included because the child has a wider experience and knows more technical words. For example, a five year old will say stomach instead of belly or tummy. The child takes the conversational initiative and understands the questions and conversational structure straight away. Literacy And Numeracy Learning Outcome 1 Claire Wright Page 1 ...read more.

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