Conversation Starters

Participate In Two Interactions, In The Role Of A Carer, Using Communication Skills To Assist Patients/Service Users (P5) Role play can be defined as many things, however a universal definition of role play is often described as a small group of people undertaking roles of fictional characters to re-enact a story. It can often be used as a teaching tool to help other people see different points of view. Characters in role plays may often have different beliefs attitudes and values. Role play is a cognitive learning method.

A benefit of role play is that small children often learn things by copying others and role play can often be called a continuation of this process. Another advantage of role play is that it can help to encourage the use of problem solving techniques. Role-playing teaches many lessons; some of the most important lessons it teaches are lessons that are needed in society, like compassion and empathy. Participation in role-play allows students to make decisions, and through the feedback he or she receives, he sees the results of his actions, and can therefore learn how to adjust his words and actions to produce more likeable results.

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Role-play allows for the interaction between classmates, and peers. It also allows shy students to speak out. Role-play allows for the exchange of knowledge between students. The teacher is also able to see the various capabilities of students at the same time. Role playing can also be a personal learning experience with members of the group having a chance to realise any sub – conscious prejudices, beliefs, attitudes or values.

Our group consisted of Toni, Hannah, Danielle L, Danielle C, Lucinda and I. The role play that we were given to act out was in a nursery. A small child didn’t feel comfortable leaving his mother to go into the nursery and the mother was being unhelpful because she kept making him worse. The challenge that was given to our group was to show the best possible way of handling the situation. The roles were allocated by confidence, with the most confident people in our group having the main speaking roles. Hannah played the child’s mum, Toni was the small child, Lucinda was the teacher and both Danielle’s and myself played other small children who were inside the nursery already playing a game.

Whilst rehearsing our script and the scenario kept changing because we all kept coming up with new ideas. The performance in front of the class had a few minor changes, because it became clear that Danielle L was really shy and didn’t really want to speak even though it had been arranged that she did. Other than that the only problems that the group had was stretching out the role play and given another chance I would expand the scenario and make the role play longer. This would have been possible, the only thing holding us back was the time that we were given to rehearse and the constant changes.