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Author: Kathleen A. Roskos Publisher: Routledge ISBN: 1351553968 Category : Education Languages : en Pages : 268
Book Description
This volume brings together studies, research syntheses, and critical commentaries that examine play-literacy relationships from cognitive, ecological, and cultural perspectives. The cognitive view focuses on mental processes that appear to link play and literacy activities; the ecological stance examines opportunities to engage in literacy-related play in specific environments; and the social-cultural position stresses the interface between the literacy and play cultures of home, community, and the school. Examining play from these diverse perspectives provides a multidimensional view that deepens understanding and opens up new avenues for research and educational practice. Each set of chapters is followed by a critical review by a distinguished play scholar. These commentaries' focus is to hold research on play and literacy up to scrutiny in terms of scientific significance, methodology, and utility for practice. A Foreword by Margaret Meek situates these studies in the context of current trends in literacy learning and instruction. Earlier studies on the role of play in early literacy acquisition provided considerable information about the types of reading and writing activities that children engage in during play and how this literacy play is affected by variables such as props, peers, and adults. However, they did not deal extensively, as this book does, with the functional significance of play in the literacy development of individual children. This volume pushes the study of play and literacy into new areas. It is indispensable reading for researchers and graduate students in the fields of early childhood education and early literacy development.
Author: Kathleen A. Roskos Publisher: Routledge ISBN: 1351553968 Category : Education Languages : en Pages : 268
Book Description
This volume brings together studies, research syntheses, and critical commentaries that examine play-literacy relationships from cognitive, ecological, and cultural perspectives. The cognitive view focuses on mental processes that appear to link play and literacy activities; the ecological stance examines opportunities to engage in literacy-related play in specific environments; and the social-cultural position stresses the interface between the literacy and play cultures of home, community, and the school. Examining play from these diverse perspectives provides a multidimensional view that deepens understanding and opens up new avenues for research and educational practice. Each set of chapters is followed by a critical review by a distinguished play scholar. These commentaries' focus is to hold research on play and literacy up to scrutiny in terms of scientific significance, methodology, and utility for practice. A Foreword by Margaret Meek situates these studies in the context of current trends in literacy learning and instruction. Earlier studies on the role of play in early literacy acquisition provided considerable information about the types of reading and writing activities that children engage in during play and how this literacy play is affected by variables such as props, peers, and adults. However, they did not deal extensively, as this book does, with the functional significance of play in the literacy development of individual children. This volume pushes the study of play and literacy into new areas. It is indispensable reading for researchers and graduate students in the fields of early childhood education and early literacy development.
Author: Karen Stagnitti Publisher: ISBN: 9780994464804 Category : Education Languages : en Pages : 0
Book Description
This book is a new edition of the 2006 book "Play to Learn: building literacy skills in the early years" previously published by Education Services Australia. This new edition aims to provide updated information on pretend play and narrative. There are 45 play activities that can be used in the classroom to support children's development and understanding of story and narratives. Some of the 45 play activities have templates or proformas to support their use. The board game "Tell me a story" has a new board, which is included in a back pocket of the book. The introduction gives an overview of links between pretend play and narrative or storytelling. The book then has three sections, each section with its own play activities. Section 1 is using play to extend oral language, narrative ability and use of symbols. Play activities in this section explore characters and roles, practice in planning and predicting what will happen in a story, practice in communicating with others about problem solving and use of symbols in play. Section 2 focusses on extending narrative and oral language. Play activities are provided for teaching narrative structure and facilitating imaginative play. Section 3 is making up stories. In this section only part of a story is given. Stories have problems to solve, require an ending or have lots of possibilities. Illustrations are provided for some of the stories in Section 3, which may assist younger children to attend to the story. In this new edition the illustrations are by a young, up and coming artist, Charlotte Peachey. This new addition has an increased number of provided templates or proformas, allowing a greater range of story options.
Author: Myae Han Publisher: Hamilton Books ISBN: 0761872329 Category : Psychology Languages : en Pages : 200
Book Description
How do we save play in a standard-driven educational environment? This edited collection, Play and Literacy: Play & Culture Studies provides a direct answer and solutions to this question. Researchers and theorists have argued for decades that play is the best way to learn language and literacy for children. This book provides theoretical and historical foundation of connection between play and literacy, applied research studies as well as practical strategies to connect play and literacy in early childhood and in teacher education. This book features chapters on the history of play and literacy research, book-play paradigm, play in digital writing, book-based play activities, play-based reader responses, classroom dynamics affecting literacy learning in play, and using play with adults in teacher education such as drama-based instruction. Variety of chapters addressing the strong connection between play and literacy will satisfy the readers who seek to understand the relationship between play and literacy and implement ways to use play to support language and literacy.
Author: Edward Zigler Publisher: Zero to Three ISBN: Category : Early childhood education Languages : en Pages : 220
Book Description
Extensive empirical research has documented the value of play for both cognitive and social development. Despite the evidence, educators and policy makers are eliminating the free play periods that have long been a central part of a young child's experience in preschool and childcare. In Children's Play, leading experts in play research, child development, and early childhood education examine recent policy decisions and demonstrate the importance of play in helping children learn basic literacy skills, social awareness, and creative problem solving. Readers will also find a comprehensive summary of the developmental benefits of play, examples of how research has been applied in practice, a multicultural perspective on play, and ideas for how to play imaginative games with children.
Author: James F. Christie Publisher: State University of New York Press ISBN: 0791499073 Category : Education Languages : en Pages : 272
Book Description
This book overviews the sociolinguistic and psychological approaches to studying play and literacy. It offers research studies that relate different aspects of play to emergent reading and writing behaviors. The use of certain language structures, storybook reenactments, literacy activities during play, and notions of reality and pretense are considered. It also presents applied research on how manipulation of play environments, teacher involvement in play, and play training can promote literacy growth.
Author: Olivia N. Saracho Publisher: SUNY Press ISBN: 9780791436158 Category : Education Languages : en Pages : 348
Book Description
While teachers value children's play, they often do not know how to guide that play to make it more educational. This volume reflects current research in the child development and early childhood education fields.
Author: Sue Rogers Publisher: Routledge ISBN: 1134136544 Category : Education Languages : en Pages : 147
Book Description
Based on extensive research, and grounded in everyday classroom practice, the authors of this book explore important issues surrounding play in the early years curriculum. The book presents children’s views on, and response to their role-play environment, alongside examples of good classroom practice, and addresses vital questions such as: Will structuring role play replace children’s own attempts to create scenarios that grow out of their interests and relationships? Has an over-emphasis on subjects like literacy and numeracy eclipsed the important processes inherent in children’s social play? How we can ensure that provision for role play fully benefits all young children? Critically, the authors present the child’s perspective on play in schools throughout, and argue firmly against a formal, inflexible learning environment for young children. This book will be fascinating to all students on primary education undergraduate courses and early childhood studies. Researchers and course leaders will also find this book a ground-breaking read.
Author: Anne Burke Publisher: Pembroke Publishers Limited ISBN: 1551389363 Category : Education Languages : en Pages : 160
Book Description
Through their earliest years of play, children develop a substantial body of skills and knowledge. The goal of this book is to bring children’s play and curriculum expectations together, so that children are engaged in learning that honours their existing knowledge, and to help build a strong literacy foundation. A perfect blend of theory and instruction, this timely book offers background, research, ideas, and strategies to create an exciting array of possibilities for using children’s play as an infinitely rewarding learning resource. It asks and answers fundamental questions about preparing young children for lifelong learning.
Author: Ann M. Selmi Publisher: SAGE Publications ISBN: 1483322556 Category : Education Languages : en Pages : 505
Book Description
Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.
Author: Karen E. Wohlwend Publisher: Teachers College Press ISBN: 0807771961 Category : Education Languages : en Pages : 129
Book Description
Building on her award-winning research (featured in Playing Their Way into Literacies) which emphasizes that play is an early literacy, Wohlwend has developed a curricular framework for children ages 3 to 8. The Literacy Playshop curriculum engages children in creating their own multimedia productions, positioning them as media makers rather than passive recipients of media messages. The goal is to teach young children to critically interpret the daily messages they receive in popular entertainment that increasingly blur toys, stories, and advertising. The first half of this practical resource features case studies that show how six early childhood teachers working together in teacher study groups developed and implemented play-based literacy learning and media production. The second half of the book provides a Literacy Playshop framework with professional development and classroom activities, discussion questions, and technology try-it sections. This user-friendly book will inspire and support teachers in designing their own Literacy Playshops.
Author: Kathleen A. Roskos
Author: Kathleen A. Roskos
Author: Karen Stagnitti
Author: Myae Han
Author: Edward Zigler
Author: James F. Christie
Author: Olivia N. Saracho
Author: Sue Rogers
Author: Anne Burke
Author: Ann M. Selmi
Author: Karen E. Wohlwend