The Playful Writing Project: Exploring the Synergy between Young Children's Play and Writing with Reception Class Teachers

Autor/in	Smith, Kate
Titel	The Playful Writing Project: Exploring the Synergy between Young Children's Play and Writing with Reception Class Teachers
Quelle	In: Literacy, 55 (2021) 3, S.149-158 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12256
Schlagwörter	Play; Writing (Composition); Faculty Development; Knowledge Base for Teaching; Literacy Education; Photography; Video Technology; Decision Making; Longitudinal Studies; Teaching Methods; Classroom Techniques; Correlation; Multimedia Materials; Learning Activities; Transformative Learning; Foreign Countries; Elementary School Students; Elementary School Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Spiel; Schreibübung; Teaching theory; Theory of teaching; Unterrichtstheorie; Fotografie; Decision-making; Entscheidungsfindung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Korrelation; Lernaktivität; Pädagogische Transformation; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study highlights the potential of play to support young children's mark-making and writing and, in turn, shows how writing can become a driver of play. By detailing elements of this symbiotic relationship, the intention was for teachers as practitioner-researchers to deepen their professional knowledge of how best to support young children in meaningful writing activity, thereby countering policy-led reductive understandings of both play and literacy. During a year-long research project, six English reception class teachers gathered photographs, video and multimodal observations of children and used these to analyse how multimodal mark-making and writing occurred as part of play in their classrooms. From this analysis, the concept of 'playful writing' was developed. This identified three interconnecting characteristics that mark-making and writing has as part of play activity: social function, multimodal movement and material possibilities. The findings of the study indicate that young children's classroom play stimulates the multimodal, social and material dimensions needed for the creation of meaningful and transformative writing. The study highlights the importance of harnessing teachers' expertise in paying close attention to children's playful literacy, in order to create a strong knowledge base from which to make the best decisions about literacy practices with young children. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01