Researching Play, Language, and Literacy Practices to Interrupt Injustice and Unburden Early Education (Table 24)

• In Event: Saturday Roundtable Session 9:45 am

Session Type: Roundtable Session

Abstract

This working roundtable explores relationships of play, learning, and research in early childhood. Across our different contexts and roles we engage with the questions: What is the role of ethnographic research on language, literacy and play in pushing back on the current paradigm of language and literacy instruction in schools? What is the role of the ethnographer (parent, teacher, researcher) in centering children, their agency, and their language and literacy practices? Child and teacher agency is a throughline across our research. We invite others to engage in critical dialogue on these intersections with potential to change early childhood spaces, create more equitable early years policies, practices, and transformative educational possibilities, particularly for historically marginalized groups.

Sub Unit

• SIG-Language and Social Processes

Chair

• Laura Ascenzi-Moreno, Brooklyn College - CUNY

Papers

• Parent Research on Playful Emergent Language and Literacy - Lorraine T. Falchi, CUNI PDI

• New Affordances and Possibilities: Creative Literacies via Computational Storytelling in Early Childhood Teacher Education - Ting Yuan, College of Staten Island - CUNY

• Learning From Children, Even When Policies Don’t Want You To - Ysaaca Axelrod, University of Massachusetts - Amherst

• Storytelling and Story-Acting in a Toddler Classroom: Language, Literacy, and the Right to Play - Tara Lencl, New York Early Childhood Professional Development Institute