The Play-Literacy Connection in Full-Day Kindergarten Classrooms

• In Event: Early Literacy at Home and School

Abstract

Within the current educational context, kindergarten teachers face the challenge of balancing traditional developmental programming and contemporary academic standards. Central to this challenge is the use of child-centered play to facilitate the learning of academic skills such as literacy. In response, this study explored the integration of literacy instruction and play-based learning in ten full-day kindergarten classrooms. Video data of teacher instruction and student play were collected and analyzed for evidence of play-literacy integration. Data demonstrated that teachers generally cover a breadth of literacy content during lessons. However, literacy integration in play contexts varied substantially across classrooms. Factors that supported literacy integration in play included the teacher’s explicit discussion of connections between literacy and play, environmental scaffolds, and teacher-extended play.

Authors

• Angela Pyle, University of Toronto - OISE

• Daniel Poliszczuk, University of Toronto - OISE

• Jessica Prioletta, University of Toronto

• Ellen Fesseha, University of Toronto