1 Introduction: Playce-Based Language and Literacy Learning in Early Childhood

Peterson, Shelley Stagg; Friedrich, Nicola

doi:10.3138/9781487529239-002

Cited by 3 publications

(5 citation statements)

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“…Guided play seems to provide unique opportunities for building both unconstrained language skills (e.g., oral language, vocabulary) as well as more constrained skills (e.g., phonemic awareness, early writing skills) (Pyle & Danniels, 2016;Skene et al, 2022). Play, through its different forms, encourages oral language use, builds vocabulary, promotes early reading and writing behaviours, and introduces text and other literacy-related resources into the classroom environment (e.g., Peterson, 2017;Peterson & Friedrich, 2022). In particular, play is important for reading development and for a broader understanding of what it means to be literate through the construct of multiliteracies (e.g., Roskos & Christie, 2007;Wohlwend, 2011).…”

Section: Play-based Kindergarten Programsmentioning

confidence: 99%

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Messenger,

Gallagher

2024

Journal of Teaching and Learning

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Many kindergarten educators grapple with how best to teach reading in play-based kindergarten classrooms. The purpose of this mixed-methods study was to ascertain the instructional strengths and needs of kindergarten educators as they teach reading in play-based programs. Fifteen kindergarten teachers participated in an online questionnaire and focus group conversations that explored their concepts of self-efficacy and professional content knowledge to gain an understanding of the tensions these educators expressed, and to compare and confirm these with existing literature. Educators felt quite confident that they were effectively weaving foundational reading skills with learning opportunities into authentic experiences throughout the day. They indicated that balancing competing priorities within their programs was a challenge, and that supporting multilinguals and deepening their understanding of how to effectively build oral language and phonological awareness in their students were areas where they wanted to build their professional content knowledge.

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Section: Play-based Kindergarten Programsmentioning

confidence: 99%

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Messenger,

Gallagher

2024

Journal of Teaching and Learning

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“…Long-term active and emerging research topics emphasize integrated studies that go beyond the limitations of a single element, such as the assessment of literacy [8]. In addition, future research should include multi-element and multi-domain integrative research, which means focusing on the effects of more pre-service teacher training, home environment, social status, and technology applications on the emergent literacy of preschool children [82,83]. In general, long-term, active, and emerging research topics are critical to current research.…”

Section: What Are the Publishing Trends In Preschool Literacy (Pl) St...mentioning

confidence: 99%

Global Trends in Preschool Literacy (PL) Based on Bibliometric Analysis: Progress and Prospects

et al. 2023

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Preschool literacy (PL) is a critical period in the development of children’s literacy skills, which has a significant impact on their reading ability and academic achievement. In this context, there is a fragmentation of knowledge as PL involves different disciplines such as education, psychology, and linguistics. This is despite the existence of a large body of literature on PL. However, many studies focus on specific topics, which makes it difficult for researchers to gain a comprehensive understanding of the current status, research hotspots, and trends in PL research, leaving a knowledge gap. Therefore, this study adopts a quantitative research approach for the literature data between 1992 and 2022 for a period of thirty years. This study used arithmetic in Microsoft Excel and bibliometric visualization tools, including VOSviewer and Biblioshiny. The aim was to analyze the current situation, trends, and future development of literacy at the preschool level, providing a scientific basis for preschool practice and policy development. An analysis was performed on 1208 screened documents from the Scopus database in Excel, resulting in the identification of annual publication trends, the 20 most cited documents, the 15 most productive authors, the top 10 institutions, and the 20 countries with the highest number of publications. Visual collaborative networks and co-occurrence analysis maps via VOSviewer and Bibliometrix were also conducted. The study found that the number of research papers published on PL has shown a steadily increasing trend, that the United States is a pioneer in the field of preschool literacy and is increasingly collaborating and researching with other countries, and that international connections are growing between publications and authors. Furthermore, preschool institutions, teachers, and families have positive attitudes towards preschool literacy, as reflected in theoretical research, teaching practice, and sustainable knowledge construction. Meanwhile, the findings of this study also revealed that new PL research has been extended to emerging literacy skills, family-based literacy models, and literacy intervention models. Future researchers can benefit from this study by increasing collaborative research that can sustainably add to the body of knowledge and improving the sustainability of PL.

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“…Research on children's free play makes many claims to its benefits in the domains of development (cognitive/metacognitive, physical/embodied, social/relational and affective) and specific benefits in areas of learning such as literacy (Brooker, Blaise & Edwards, 2014;Stagg-Peterson & Friedrich, 2022) and mathematics (Worthington & van Oers, 2016). Research on children's peer cultures has noted the significance of play for social affiliation and co-operation (Chesworth, 2019), for sharing multimodal, cultural and linguistic repertoires (Rogoff, Correa-Chávez & Dexter, 2015;Tatham-Fashanu, 2021), for building relationships with peers and adults and taking up powerful social roles (Stagg-Peterson, Young Jang & Tjandra, 2020).…”

Section: Play For Its Own Sakementioning

confidence: 99%

“…The demands being made of play, of children, and of their educators, reflect contemporary socio-political framings of ECE, including greater attention to academic content, and measurable outcomes. These demands are evident in countries that have traditionally been committed to Euro-American values about play-based learning, and countries or regions where ECE is being developed or reconceptualised to address social diversities and the perspectives of historically marginalized communities (Roopnarine et al, 2018;Stagg-Peterson & Friedrich, 2022;Yang & Li, 2019).…”

Section: Educational Playmentioning

confidence: 99%

“…Practice-focused research offers contrasting theoretical perspectives on children's learning that provide guidance for educators, and can potentially enable them to reconcile the different tensions and challenges within their provision. Contemporary theories offer counterpoints to the normative basis of child development theories, by foregrounding children's cultures, particularly the richness and diversity of the interests and funds of knowledge they bring from their home, family and community lives (Chesworth, 2019;Hedges, 2021;Stagg-Peterson & Friedrich, 2022). Many recent studies of play in ECE settings indicate that there does not need to be a separation between adult-led and child-initiated activity, or between play and work.…”

Section: Resolving the Challenges And Tensions: Curriculum And Pedagogymentioning

confidence: 99%

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Play and learning in early childhood education: tensions and challenges

Wood

2022

childstudies

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International research promotes the value of play for children’s learning and development. However, in early childhood education the development of national policy frameworks highlights a tension, and possible contradiction, between play for its own sake, and educational play. This paper explores these two positions, drawing on contemporary socio-cultural theories. Freely chosen play reflects children’s choices, interests and inquiries, and is understood as complex socio-cultural activity. Educational play focuses on curriculum goals and outcomes, and requires early childhood educators to plan for play in ways that direct children’s learning towards those goals. Recent research on children’s interests and inquiries offers solutions for pedagogical approaches that connect the curriculum as lived experiences, and curriculum as planned experiences, both of which reflect children’s cultural repertoires and peer cultures.

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1 Introduction: Playce-Based Language and Literacy Learning in Early Childhood

Cited by 3 publications

References 0 publications

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Global Trends in Preschool Literacy (PL) Based on Bibliometric Analysis: Progress and Prospects

Play and learning in early childhood education: tensions and challenges

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