Exploring Big Ideas in Dramatic Play with the Power Primes
As educators, we are continually seeking ways to recognize and explore the “big ideas” that emerge in children’s play. This year, our teaching team has been working with Peggy Martalock to deepen our practice of pedagogical documentation—examining how revisiting experiences through photos, transcripts, and children’s work allows us to recognize patterns of intent in their play. Inspired by the article “Teaching and Learning: Collaborative Exploration of the Reggio Emilia Approach” by Victoria R. Flu, Andrew J. Stremmel, and Lynn T. Hill, we have been reflecting on the following guiding questions:
What are children’s intentions in their play?
Why do they return to particular ideas again and again?
What is the “big idea” they are expressing through their representations?
This year, a significant aspect of the Power Primes' play has been boisterous, energetic group dramatic play. The children eagerly engage in shared storylines that unfold dynamically, often working through challenges and imagining dramatic scenarios that propel the play forward. Their collaborative efforts reveal recurring themes—threats to their world, heroic rescues, and the interplay of danger and safety.
As I began compiling documentation, I paid special attention to the role of drama in the children’s play. What elements of drama sustain their engagement? What challenges push the game forward? How do children physically relate to the dramatic tensions they create? I considered:
What is the central drama of their play?
How do children relate to this drama—do they attack, run, or hide?
Is drama always linked to danger, or does it appear in other forms?
What is their language and movement revealing about their thinking?
To explore this further, I recorded an extended session of dramatic play during morning free time. The game, which lasted approximately 40 minutes, was emblematic of the pretend play that occurs in the Power Primes. The children faced an nebulous peril—one that morphed fluidly between floods, skeletons, and mysterious villagers.
Themes Emerging in Play
In reviewing the transcript, I noticed recurring language and themes. While the specific nature of the threat shifted, the children demonstrated a flexibility of ideas, treating floods, skeletons, and villagers as interchangeable symbols of danger. The focus was less on defining the exact nature of the threat and more on responding to it together.
Some emerging themes included:
The Ever-Present Threat and Response
“There’s a leak in the basement!”
“There’s a skeleton! It’s gonna eat you!”
“The flood is coming!”
“Oh no… our whole future is gone. Now we have no place to live.”
Throughout the play, the children identified and escalated a shared danger. Whether it was a flood, a monster, or an invasion of villagers, the peril was ever-present, requiring action.
Leadership, Protection, and Roles in the Story
“I’m the king, and I’m going to protect you!”
“You can be a princess only if you don’t go in the forest.”
“Jack’s gonna protect me and Pearl.”
Children assumed leadership roles, often positioning themselves as protectors or decision-makers within the group. The idea of royalty—kings, queens, and princesses—became a structure through which they understood power and safety.
The Role of Place and Environment
“Don’t go in the forest!”
“We have to live on the boat.”
“We’re hiding in the basement.”
“This is not a basement anymore—we’re pretending it’s an airplane.”
Above: Power Primes rush to board the "ship" and escape approaching "villagers."
Spaces within the classroom took on new identities, shifting based on the needs of the story. The climber became a boat, the floor turned to lava, and the basement was both a refuge and a trap.
The Power of Action—Fixing, Fighting, and Escaping
“I’ll fix it!”
“We have to get out of the kingdom!”
“Let’s get a sledgehammer.”
“Unlock! Unlock! Unlock!”
The children’s play was full of action—rescuing, repairing, attacking, and escaping. Their solutions to challenges emerged collaboratively, reinforcing the idea that together, they could solve any problem.
Above: Power Primes barricade themselves in a "basement" to escape a flood.
This ongoing documentation has offered a powerful lens through which to understand the children’s thinking. Their play is rich with meaning, reflecting deep engagement with ideas of safety, leadership, and transformation. As we continue observing, we will look for ways to extend their exploration—perhaps introducing materials or provocations that encourage them to further develop these themes.
Through this process, we believe the children are powerful thinkers, capable of expressing and revisiting complex ideas through play. By listening closely, documenting, and reflecting, we gain deeper insight into the big ideas that drive their learning.