Challenging the "Play Gets in the Way" Myth: Play and Literacy Instruction in an Urban Classroom

• In Event: Poster Session 9
  In Poster Session: Motivation, Engagement, and Identity

Abstract

Too often, young children in kindergarten spend their time on worksheets and paper and pencil tasks, rather than developmentally appropriate instruction that incorporates active learning and play. This study explores the relationship between dramatic play and vocabulary development in an urban kindergarten classroom. We report on data from six culturally and linguistically diverse students, who participated in a play base vocabulary instruction. The findings suggest that dramatic play with teacher involvement helped participants’ vocabulary growth. Students improved in the mastery of targeted vocabulary, as well as additional content vocabulary. Students also showed improvement oral language and socio-emotional skills. These findings suggest the potential benefit dramatic play. The authors offer recommendations, and explain challenges and limitations of the study.

Authors

• Afra Ahmed Hersi, Loyola University Maryland

• Jessica Bernacki, Baltimore City Public Schools

• Deborah A. Horan, Metropolitan State University of Denver