The appropriate use of socio-dramatic play in the classroom settings is identified as an important facet in education (Isenberg & Quisenberry, 1988; Bredekamp & Copple, 1997). Socio-dramatic play compels children to use their imagination, thoughts and creativity, which makes this play extremely distinctive. Children assume different roles in these plays; they also engage in talks and discussions and utilize different kinds of physical objectives (manipulative). Socio-dramatic plays can be distinguished within a certain framework. In line with Smilansky and Shefatya (1990), this framework ought to possess the following characteristics:
             "1.Children have time, space, and evocative objects;
             3. It is characterized by personal freedom;
             4. It develops according to a pre-defined theme;
             5. It is an expressive world of make-believe yet is reality bound;
             6. Players must be understood by other players in order to achieve continuity. (as cited in Calabrese, 2003; pg 33)"
             The problem is that the present set of theories with regards to play do not comprehensively reveal the true significance of play, particularly, sociodramatic play in the daily lives of children. In addition they also adequately fail to explain the notion of growth and development of children through play. In addition, most of the current theories of play are not based on research. They are merely founded on philosophical and informal observations of individuals (Tsao, 2002).
             The purpose of this study is to explore the role of socio-dramatic play within the modern educational settings and explore how it affects the daily lives of children. This study will also explore how socio dramatic play in early childhood education enhances student performance.
             This research is significant because it will enlighten society about the impact of socio dramatic play in early childhood education. The basic question this study aims to answer is whether socio dr...