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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.
This volume presents studies and research syntheses on the
significance of play in the literacy development of young children
and pushes the study of play and literacy into new areas. Children'
s play is under serious attack that puts it in a precarious
position in today' s brave new world dominated by early learning
standards and achievement outcomes. Reflecting this paradigm shift
that has taken place since the publication of the first edition,
this edition is organized around a different set of focal
perspectives on the play-literacy interface:
*The Playful Mind;
*The Play-Literacy Instructional Environment; and
*The Play-Literacy Social Context.
Looking both back and ahead-- re-visiting previously reported
studies and also introducing new inquiries into the role of play in
early literacy development and learning, especially as these shed
light on school readiness-- this volume mines studies that directly
focus on play-literacy links as well as new studies and syntheses
that take these links in new directions and to new starting places
for research. It challenges play-literacy researchers to use their
imaginations to overcome persistent methodological problems, to
break from the past into new territories of study (such as
neuroscience), to strive for multi-disciplinary perspectives, and
to push harder for the incorporation of play into the literacy
education of young children.
"Play and Literacy in Early Childhood" is intended for researchers
and practitioners in the fields of early childhood education and
early literacy development and as text for upper-level courses in
these areas.
This volume presents studies and research syntheses on the
significance of play in the literacy development of young children
and pushes the study of play and literacy into new areas. Children'
s play is under serious attack that puts it in a precarious
position in today' s brave new world dominated by early learning
standards and achievement outcomes. Reflecting this paradigm shift
that has taken place since the publication of the first edition,
this edition is organized around a different set of focal
perspectives on the play-literacy interface:
*The Playful Mind;
*The Play-Literacy Instructional Environment; and
*The Play-Literacy Social Context.
Looking both back and ahead-- re-visiting previously reported
studies and also introducing new inquiries into the role of play in
early literacy development and learning, especially as these shed
light on school readiness-- this volume mines studies that directly
focus on play-literacy links as well as new studies and syntheses
that take these links in new directions and to new starting places
for research. It challenges play-literacy researchers to use their
imaginations to overcome persistent methodological problems, to
break from the past into new territories of study (such as
neuroscience), to strive for multi-disciplinary perspectives, and
to push harder for the incorporation of play into the literacy
education of young children.
"Play and Literacy in Early Childhood" is intended for researchers
and practitioners in the fields of early childhood education and
early literacy development and as text for upper-level courses in
these areas.
Before children are readers and writers, they are speakers and
listeners. This book provides creative, hands-on strategies for
developing preschoolers' speaking, listening, and oral
comprehension skills, within a literacy-rich classroom environment.
Each chapter features helpful classroom vignettes; a section called
Preschool in Practice, with step-by-step lesson ideas; and Ideas
for Discussion, Reflection, and Action. The book addresses the
needs of English language learners and describes ways to support
students' literacy development at home. The final chapter pulls it
all together through a portrait of an exemplary day of preschool
teaching and learning. Reproducible forms and checklists can be
downloaded and printed in a convenient 8 1/2" x 11" size.
Your all-in-one guide to selecting the very best early literacy
materials!Learning to read and write is too important to be left to
chance, so it's absolutely critical that the early literacy
curriculum and literature you use in PreK and kindergarten
environments reflect the very best research and instructional
practices. But, with the proliferation of new products, what's the
best way to start? What criteria should the curriculum meet? Which
research-based best practices should be represented? Early Literacy
Materials Selector (ELMS)uthe first dedicated evaluation tool for
early childhood literacy materialsuprovides all the answers.Step by
step, this one-of-a-kind toolkit will help you:Recognize the
characteristics of high-quality literacy materialsWork in teams or
individually to evaluate your resourcesUnderstand the importance of
the research baseEstablish a baseline against which new literacy
materials can be comparedAll in all, there's no better resource to
ensure we put our youngest students on the right path to school
readiness and success.'Teachers, administrators, and curriculum
directors will appreciate the clear guidance for conducting a
systematic review of core program materials. A highly effective
tool for examining the quality of early literacy materials, ELMS is
the first of its kind, and will be a welcome resource.'uSusan B.
Neuman, ProfessorUniversity of Michigan'A much needed resource for
considering features of curriculum materials in a systematic way. I
know of no other tool like it for early childhood
materials.'uJudith A. SchickedanzBoston University
Before children are readers and writers, they are speakers and
listeners. This book provides creative, hands-on strategies for
developing preschoolers' speaking, listening, and oral
comprehension skills, within a literacy-rich classroom environment.
Each chapter features helpful classroom vignettes; a section called
Preschool in Practice, with step-by-step lesson ideas; and Ideas
for Discussion, Reflection, and Action. The book addresses the
needs of English language learners and describes ways to support
students' literacy development at home. The final chapter pulls it
all together through a portrait of an exemplary day of preschool
teaching and learning. Reproducible forms and checklists can be
downloaded and printed in a convenient 8 1/2" x 11" size.
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