Literacy and Self-Regulation Development in Play-Based Kindergarten Classrooms: A Comparison of Pedagogical Approaches

• In Event: Influences on Early Literacy Development: Interactions Among Environment, Pedagogy, and Socioemotional Factors

Abstract

Research shows that while play benefits children's development, there is conflicting information concerning how it should be implemented in kindergarten classrooms. One approach highlights the importance of child-directed play with minimal teacher involvement, while another emphasizes the role of teachers in integrating play with academic learning. This study explores different implementations of play-based learning and their impact on children's literacy and self-regulation outcomes. Mixed methods data were collected in 14 kindergarten classrooms in Ontario Canada. Classroom observations informed the analysis of play implementation, while fall baseline and spring outcome data of self-regulation and literacy were collected from 173 students. Findings demonstrate the benefits of implementing a diversified approach to play-based learning to students literacy and self-regulation outcomes.

Authors

• Angela Pyle, University of Toronto - OISE

• Ellen Fesseha, University of Toronto

• Ruxandra Filip, University of Toronto - OISE

• Allison McCann, University of Toronto