The Play-Literacy Nexus and the Importance of Evidence-Based Techniques in the Classroom

Autor/inn/en	Roskos, Kathleen; Christie, James
Titel	The Play-Literacy Nexus and the Importance of Evidence-Based Techniques in the Classroom
Quelle	In: American Journal of Play, 4 (2011) 2, S.204-224 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Play; Emergent Literacy; Young Children; Early Childhood Education; Evidence; Classroom Techniques; Dramatic Play; Child Development + Suchen Sie Ihr Suchwort? Spiel; Frühleseunterricht; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Evidenz; Klassenführung; Dramatisches Mittel; Theaterstück; Kindesentwicklung
Abstract	A growing body of research has focused on the role of play in young children's literacy development and early-literacy learning. In reviewing this research, the authors define the play-literacy nexus as that space where play, language, and emerging literacy behaviors converge and interact. They describe findings about the play-literacy nexus (which they call knowledge "of" the nexus) and what these findings mean for children, their parents, and their teachers in literacy development and early-literacy learning (which they dub knowledge "in" the nexus). They define play and literacy in terms of this current knowledge; they review the major theoretical frameworks that give rise to play-literacy hypotheses and relationships; and they discuss topics that connect play and literacy, including literacy-enriched play environments, play's role in narrative development, and how play supports cognitive-linguistic abilities and skills that help children learn to read. They argue that knowledge of the play-literacy nexus, i.e. research, should determine the nature of the knowledge used in the play-literacy nexus within the larger context of early-childhood education, and they illustrate their argument with several evidence-based techniques for classroom practice, including literacy-enriched play environment design, topic- and theme-related dramatic play, and play planning. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10