According to a 2000 study by Kathleen Roskos and James F. Christie, sociodramatic play contributes substantially to children's comprehension and understanding of the meaning of reading and writing. When preschool teachers add writing and reading materials to play centers, children use them in meaningful, concrete ways.
Through sociodramatic play, children learn the dynamics of conversation: turn taking, asking and answering questions, listening and comprehension, and reading facial cues. Additionally, when acting out fairy tales or other stories, children learn new words and increase vocabulary.
As children's play matures, they create more complicated scenarios, develop multiple roles, or may extend play over several days. These activities develops creative and critical thinking skills.
Sociodramatic play in the preschool classroom offers many opportunities for children to practice problem solving skills. For example, a needed prop is unavailable. Young children may become frustrated and unable to find a solution. With practice and guidance from a teacher, though, children use other toys to replace that prop.
According to Paynter, when children are engaged in play, "they have to stay within the limitations of the role. Play forces them to self-regulate." In addition to learning self control, children learn to take turns, compromise, accept feedback, and read body language.