社會戲劇遊戲提供幼兒創作戲劇框架，為了能夠順利進出戲劇框架，幼兒以語言外顯或是語言內隱的方式進行後設溝通，以便開啟、維持或中斷扮演遊戲的進行。本研究透過全新觀察資料的收集及分析，發現本土幼兒在社會戲劇遊戲中，擁有活潑且豐富的後設溝通表現。研究結果顯示：在「戲劇框架內」活躍地使用「語言外顯」及「語言內隱」的後設溝通，發展角色、情節、道具與空間戲劇元素。在「戲劇框架外」常使用「語言外顯」的後設溝通，討論角色、情節及扮演規則的爭執。研究結果提供「環境規劃注意事項」、「教保人員引導策略」具體建議，以供現場教保人員參考與應用。

Sociodramatic play games provide preschool children with a creative dramatic framework. In order to smoothly access the dramatic framework, preschool children use explicit language or implicit language to engage in metacommunication, in order to facilitate, maintain or interrupt role-play games. Through the collection and analysis of new observation data, this study found that local preschool children exhibited vivid and abundant performances of metacommunication in sociodramatic plays. In terms of “within-frame” performances, they vigorously used metacommunication of “explicit language” and “implicit language” to develop dramatic elements of roles, plots, props and spaces. In terms of “out-of-frame” performances, they frequently used metacommunication of “explicit language” to discuss disputes over roles, plots and role-playing rules. According to the research results, specific suggestions on “notices for environmental planning” and “teachers’ guide policies” were provided as reference for on-site teachers’ application.