Play as a Context for Literacy Learning: A Qualitative Analysis

Document Type

Article

Journal/Book Title/Conference

Early Child Development and Care

Volume

113

Issue

1

Publisher

Taylor & Francis

Publication Date

1995

First Page

31

Last Page

43

Abstract

This study took what we know about the benefit of socio-dramatic play to the literacy learning of younger children and applied it to the literacy learning of first graders. Three players were studied in their school setting here the researcher, functioning as a participant observer, mediated literacy events through modeling, suggesting, and providing a supportive presence. Observed literacy events reflected what the players knew about the functions and conventions of print relative to various play themes. Socio-dramatic play provided a vehicle through which the players practiced what the knew about literacy and provided an opportunity for them to think about literacy in the context of various play themes. The adult mediation during the play served to enhance the players' incorporation of literacy events into their play.

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