Prioritizing Purposeful and Playful Language Learning in Pre‐K

Abstract

Using play to meet specific learning goals in pre‐k can be challenging. In this article, we discuss why play is an essential activity for pre‐k learning. We share some research on the importance of supporting unconstrained, trifecta skills like oral language in the context of child‐centered, playful activities. We explain the importance of teacher scaffolding during play to meet specific language learning goals. Finally, we give practical strategies for planning and implementing play activities that will make a difference for children's language growth.

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

“…Free play has been noted to support the building of such unconstrained language skills as oral language, narrative storytelling, retelling of stories, etc. (Hadley & Newman, 2022;Sawyer & DeZutter, 2007;Smith, 2007;Wohlend, 2022). Teacher-directed or structured play (e.g., Newberry et al, 2015) focuses on academic skill development with the educator deciding which activities children participate in and for what purpose.…”

Playing with Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary

“…Moreover, try to draw children's attention to aspects of the activity that are related to the words' sounds and meanings rather than irrelevant activity stimuli. ■ Naturally integrate vocabulary: Notice what kinds of activities your students already enjoy and integrate target vocabulary into these activities (Hadley & Newman, 2023). Imagine you notice your students limit their descriptions of size comparisons to "bigger" and "smaller" and you want to expand this vocabulary by teaching words like "taller," "longer," and "shorter."…”

“…During a playful language learning activity, zero in on a set of target words and give children multiple opportunities for hearing and using the new words, rather than targeting a long list of new words at the same time. Moreover, try to draw children's attention to aspects of the activity that are related to the words' sounds and meanings rather than irrelevant activity stimuli. Naturally integrate vocabulary : Notice what kinds of activities your students already enjoy and integrate target vocabulary into these activities (Hadley & Newman, 2023). Imagine you notice your students limit their descriptions of size comparisons to “bigger” and “smaller” and you want to expand this vocabulary by teaching words like “taller,” “longer,” and “shorter.” Your students love the block center, an environment already ripe with opportunity for teaching spatial language (e.g., in, out, around, on top of, through) (Ferrara et al, 2011; Verdine et al, 2017).…”

“…Researchers from the ‘science of learning,’ an area that blends together multiple fields including psychology and education, have amassed work showing the pillars of how children learn – or the characteristics of optimal learning experiences: active, engaging, meaningful, socially interactive, iterative, and joyful while still maintaining a clear learning goal (Zosh et al, 2018). Teaching vocabulary through playful learning has been of great interest to psychological and educational researchers in recent years (Dickinson et al, 2018; Dore et al, 2019; Hadley & Dickinson, 2019; Hadley & Newman, 2023; Han et al, 2010; Hassinger‐Das et al, 2016; McLeod et al, 2019; Scott et al, under review; Toub et al, 2018; Weisberg et al, 2013). This multitude of studies shows that children can effectively learn new words through a variety of playful activities including small‐group games, large‐group or whole class activities, sociodramatic play, music, and digital apps (Scott et al, under review).…”

Humour Integrated Language Learning (HILL)

“…While it seems to be still outside the mainstream research, pedagogical humour has been explored by quite a number of scholars from diverse academic backgrounds (see Bell, 2011;Chen et al, 2019;Heidari-Shahreza, 2021b;Qin & Beauchemin, 2022). This scientific zeal to explore the uncharted waters of pedagogical humour has also reached and even it seems to be amplified in language education (Bell & Pomerantz, 2016;Hadley & Newman, 2023;Heidari-Shahreza, 2024a;Prichard &Rucynski, 2020).…”