‘This Time I'll be the Golden Bird’: a call for more child‐structured dramatic play

Although child-structured dramatic play is widely recognised as being important for the younger child, few opportunities are provided for the middle to upper primary school child to enjoy the benefits of this form of drama. Child-structured play spaces are generally only found within pre-primary and infants classrooms, and yet this form of dramatic experience enables the child to generate meanings which are far more individual than those emerging from more structured dramatic experiences such as process drama. The collective nature of process drama limits the individual's opportunity to be playful in their use of form and content. Playfulness is restricted by the structures imposed by the cooperative nature of the medium. However, these very structures and the collective nature of process drama are a key part of its strength and value to the learner. As well, the involvement of the teacher is of key importance in elevating the artistry of the work. How, then, can the gap between child-structured dramatic play and process drama be bridged, in order to gain the most from each? This article outlines a number of options which provide opportunities for children to work in both structured and unstructured contexts, with small group play being used before, during and alongside ongoing process drama units.