Play(ful) Pedagogical Practices for Creative Collaborative Literacy

Portier, Christine; Friedrich, Nicola; Peterson, Shelley Stagg

doi:10.1002/trtr.1795

Cited by 10 publications

(7 citation statements)

References 17 publications

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“…In the subset of structural emergent properties, we mainly identified pedagogical approaches for creative writing that explored primary school learning and teaching (Christianakis, 2011a;Christianakis, 2011b;Coles, 2017;DeFauw, 2018;Hall & Grisham-Brown, 2011;Portier et al, 2019;Rumney et al, 2016;Sears, 2012;Steele, 2016;Southern et al, 2020;Yoo & Carter, 2017). These pedagogical approaches were aimed at addressing issues related to personal emergent properties such as motivation and engagement, and confidence in writing.…”

Section: Structural Emergent Propertiesmentioning

confidence: 99%

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Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

et al. 2023

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Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer’s critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.

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Section: Structural Emergent Propertiesmentioning

confidence: 99%

“…A study by Portier et al (2019) investigated approaches to teaching writing that were motiving and engaging for students. Involving 10 northern rural communities in Canada, the project implemented collaborative, play(ful) learning activities alongside sixteen teachers and their students.…”

Section: Play(ful) Activities Visual Arts and Dramamentioning

confidence: 99%

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

et al. 2023

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“…Play research has found teachers want clear guidance for mediating play and integrating literacy effectively (Neaum, 2020; Pyle et al, 2018; Rand & Morrow, 2021). Portier et al (2019) offer helpful K–2 teacher mediation strategies for literacy play curricular activities. However, teachers sometimes lack clarity on their role within play, specifically how and when to get involved in children's play (Meacham & Han, 2021).…”

Section: A Framework For Integrating Play and Literacymentioning

confidence: 99%

Serious Play for Serious Times

Wohlwend¹

2022

The Reading Teacher

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A contributing factor to the loss of play in many early childhood classrooms is a sharp separation between literacy learning as serious, even urgent, academic work and play as optional, socially‐beneficial‐at‐best, fun. To recenter play in the academic curriculum, early childhood educators must not only demonstrate how play benefits the existing literacy curriculum (the first half of this article), but we must also recognize play as an important early literacy in its own right with particular relevance for digital literacies (the second half of this article). The following sections review recent literacy research that provides support for recentering play in the early childhood curriculum. This review updates an already well‐established foundation of play‐based literacy research, adding current research that can help teachers integrate literacy play in early childhood settings. The article concludes with a framework for implementing play‐based early literacy in preschool through second grade classrooms.

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“…Portier et al (2019), however, observe that regardless of the affordances of playful learning, play in early childhood education has been hindered by an emphasis on teaching the basics of literacy and a focus on standards‐based education. They claim that early‐years teachers feel strained and struggle to integrate play into pedagogical practices that emphasize more teacher structured approaches to academics to meet curricular expectations.…”

Section: Science Learning Through Play: Linking Theories and Classroom Practicesmentioning

confidence: 99%

Migrant and Refugee Background Students Learning Through Play

Ferreira¹,

Kendrick²,

Early³

2021

The Reading Teacher

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With the unprecedented increase of forced displacement in recent years, there has been a growing concern with how children from migrant and refugee backgrounds adjust to resettlement in Western schools. Adopting a sociocultural approach to science education, the authors explore how scientific concepts related to the water cycle and practices such as modelling are realized multimodally through play. By means of two constructive and imaginative play activities, block building and scrapbook making, illustrative examples showcase how four children from migrant and refugee backgrounds repurposed various multimodal resources to make sense of scientific concepts, use scientific language, and problem solve in relation to their life experiences beyond the classroom. Implications encourage teachers to consider designing content‐area language instruction infused with play‐based activities to give rise to alternative avenues through which emerging bi/multilingual learners can take risks, be engaged cognitively, and apply their new knowledge creatively.

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Play(ful) Pedagogical Practices for Creative Collaborative Literacy

Abstract: In action research projects, creative, play, and collaborative activities intersect with early writing experiences in kindergarten and grades 1 and 2.

Cited by 10 publications

References 17 publications

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity

Serious Play for Serious Times

Migrant and Refugee Background Students Learning Through Play

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