Play as a Context for Literacy Learning: A Qualitative Analysis
Early Child Development and Care
Taylor & Francis
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.
Dever, M. T., & Wishon, P. M. (1995). Play as a context for literacy learning: A qualitative analysis. Early Child Development and Care, 113, 31-43.