Collaborative Literacy Activity in Print-Enriched Play Centers: Exploring the “Zone” in Same-Age and Multi-Age Groupings

Christie, James F.; Stone, Sandra J.

doi:10.1080/10862969909548042

Cited by 18 publications

(13 citation statements)

References 24 publications

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“…Roskos and Christie (2001) Children's literacy understandings and skills that are reported in detail are literacy behaviors, performances, activities and processes Rowe (1998) Literacy ranges from a multi-modal semiotic position of literate behavior (such as responding to books) … Neuman and Roskos (1997) … to literacy practices (such as problem-solving strategies) … Sonnenschein et al (2000) … to its traditional meaning (such as phonological awareness, word identification, reading comprehension) Vukelich (1994) Literacy is the ability to read environmental print Christie and Stone (1999) Literacy is collaboration in a literacy-enriched play center at school Vedeler (1997) Syntax of oral language is a forerunner in the learning to read process Saracho (2003) Children scribble and write, they pretend to read, they respond to books that have been read to them and they use print 714 O. N. Saracho and B. Spodek Table 2.…”

Section: Definition Of Playmentioning

confidence: 99%

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Young children's literacy‐related play

Saracho

Spodek

2006

Early Child Development and Care

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Studies indicate that young children's literacy learning can be promoted in a play setting. Literacy interactions, strategies, and activities in the children's play environment can facilitate their acquisition of literacy. In literacy-related play experiences, children select and utilize their abilities that are essential for literacy learning in a social context. Social contexts become pressing venues for introducing children to literacy knowledge and practices, where children develop their language and literacy through their everyday social activities. Children use play as an important resource to explore their developing conceptions of the purposes and characteristics of print in the preschool years. During play young children use language in literate ways, while they use literacy as they see it practiced. A play and literacy relationship emerges when play assists young children to explore and comprehend the interactions between these two realms. The purpose of this paper is to review and analyze current studies that examine the interaction between play and literacy.

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Section: Definition Of Playmentioning

confidence: 99%

“…Vukelich (1994) defined literacy as the ability to read environmental print. Christie and Stone (1999) defined literacy as collaboration in a literacyenriched play center at school. Vedeler (1997) augmented the literacy view using the syntax of oral language as a forerunner in the learning-to-read process.…”

Section: Definitions Of Literacymentioning

confidence: 99%

Young children's literacy‐related play

Saracho

Spodek

2006

Early Child Development and Care

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“…Results from these studies suggest that the combination of literacy-enriched play environments and literacy-rich older primary-grade children in a mixed age play setting stimulates literacy behaviors. In addition, Christie and Stone (1999) with their studies of multiage classrooms have shown that even younger children (supposedly less capable ones) could offer assistance to older and more capable ones. Therefore, peer interaction involves not just one-way transmission of knowledge from an expert to a novice, but more "multi-directional" interactions (Christie & Stone, 1999).…”

Section: Literacy Learning With Peersmentioning

confidence: 99%

“…For example, movement of furniture in the castle while children tell their story will be cues for Sam to give feedback to their actions. Finally, in order for Sam to produce the positive effect of multi-age collaboration where children learn by both modeling and coaching their peer (Christie & Stone, 1999), we need to have a more explicit model of a peer who could both teach and be criticized. Currently, we are investigating behavioral features of Sam that invite constructive criticism.…”

Section: Future Workmentioning

confidence: 99%

Literacy learning by storytelling with a virtual peer

Ryokai

Vaucelle

Cassell

2002

Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02

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In this paper, we present Sam, an embodied conversational storyteller who tells stories interactively with children. Sam was designed to appear as a peer to preschool children, but to tell stories in a developmentally advanced way in order to model narrative skills important for literacy. Literacy learning-learning how to read and write, begins long before children enter school. One of the key skills to reading and writing is the ability to represent thoughts symbolically and share them in language with an audience who does not share the same background. Children learn and practice such important language skills in the informal setting of everyday storytelling with their peers and adults available around them. In particular, storytelling in a context of peer collaboration provides a perfect place where children not only learn language skills important for literacy, but also learn to be critical listeners of others' stories. Preliminary evaluation showed that by interacting with Sam, 5-year-old children's stories more closely resembled Sam's linguistically advanced stories with more quoted speech and temporal and spatial expressions. In addition, the children listened to Sam's stories carefully, assisting her and giving suggestions on how to improve them. With Sam, children not only learned new linguistic behaviors that are important for literacy, but also to become critical listeners of other's stories.

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“…Recent emergent literacy research extended our thinking about who qualifies as a more capable peer, exploring how children learn from other children in literacy contexts (Christie & Stone, 1999;Dahl, 1993;Labbo, 1996;Wollman-Bonilla & Werchadlo, 1999). Studies of children as they worked in small heterogeneous groups (Christie & Stone, 1999;Dahl, 1993;Labbo, 1996) revealed that even very young children (Pk-2) do take on the role of "more capable peer" in literacy contexts. Wollman-Bonilla and Werchadlo (1999) concluded that an important aspect of a teacher's instructional scaffolding is to create contexts in which children interact with one another and provide assistance to one another.…”

Section: Sociolinguistic Traditionsmentioning

confidence: 99%

Dialogic Responsiveness: Toward Synthesis, Complexity, and Holism in Our Reponses to Young Literacy Learners

Triplett

2002

Journal of Literacy Research

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As children enter classroom literacy contexts, they are not at one moment a cognitive being and at another moment an emotional being, and at yet another moment a cultural being. Children come to us as whole beings with complexities that include cognitive, emotional, cultural, motivational, and even physical needs. Although we have research to suggest ways in which educators can be responsive to these singular needs, we have little research to suggest how educators can be responsive to the whole child in literacy contexts.

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Collaborative Literacy Activity in Print-Enriched Play Centers: Exploring the “Zone” in Same-Age and Multi-Age Groupings

Cited by 18 publications

References 24 publications

Young children's literacy‐related play

Young children's literacy‐related play

Literacy learning by storytelling with a virtual peer

Dialogic Responsiveness: Toward Synthesis, Complexity, and Holism in Our Reponses to Young Literacy Learners

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