Overview

How do we save play in a standard-driven educational environment? This edited collection, Play and Literacy: Play & Culture Studies provides a direct answer and solutions to this question. Researchers and theorists have argued for decades that play is the best way to learn language and literacy for children. This book provides theoretical and historical foundation of connection between play and literacy, applied research studies as well as practical strategies to connect play and literacy in early childhood and in teacher education. This book features chapters on the history of play and literacy research, book-play paradigm, play in digital writing, book-based play activities, play-based reader responses, classroom dynamics affecting literacy learning in play, and using play with adults in teacher education such as drama-based instruction. Variety of chapters addressing the strong connection between play and literacy will satisfy the readers who seek to understand the relationship between play and literacy and implement ways to use play to support language and literacy.

Full Product Details

Author:   Myae Han ,  James E. Johnson ,  Myae Han ,  Kathleen A. Roskos
Publisher:   University Press of America
Imprint:   Hamilton Books
Dimensions:   Width: 15.30cm , Height: 1.30cm , Length: 23.00cm
Weight:   0.318kg
ISBN:  

9780761872313

ISBN 10:   0761872310
Pages:   198
Publication Date:   04 February 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

List of Figures List of Tables Preface Acknowledgments Introduction Section I. Foundation of Play and Literacy Chapter 1. History of Play and Literacy Research: Contribution of Dr. James F. Christie Myae Han Chapter 2. The Book-Play Paradigm in Early Literacy Pedagogy Kathleen A. Roskos Section II. Play and Books Chapter 3. “I wrote a Mona Lisa!” Preschoolers’ Play During Traditional and Digital Writing Renée Casbergue and Julie Parrish Chapter 4. Children’s Literature as a Means to Provide Time for Playful Learning While Meeting Academic Standards M. Angel Bestwick Chapter 5. Responsive Play: Exploring Language and Literacy Through Play as Reader Response Tori K. Flint Section III. Classroom Dynamics Chapter 6. Play and Emerging Literacy: A Comparative Analysis of Kindergarten and Mixed-Age (K-2) Children’s Scaffolding During Symbolic Play Transformations Sandra J. Stone & Brian A. Stone Chapter 7. Preschool Teachers’ Responsive Interactions in the Dramatic Play Center and Children’s Vocabulary Outcomes Sohyun Meacham & Myae Han Section IV. Teacher and Adult Education Chapter 8. Re-Learning to Play: Mediating Pre-Service Teachers’ Exploration of Drama-Based Instruction Timothy M. Vetere & Matthew E. Poehner Chapter 9. Play Element and Dynamics of Interaction in an Adult L2 Classroom with the Communicative Language Teaching (CLT) Approach Marine Pepanyan & Sohyun Meacham Index About the Contributors

Reviews

The book's reader friendly writing makes it an easy read for professors, graduate students, practicing teachers, and other professionals. The research studies are well grounded in decades of literature and showcase the benefits of play in literacy learning. Each chapter addresses the need to challenge hegemonic educational systems that have relentlessly eliminated play from early childhood curricula. The most beneficial portion of the text can be found at the end of each chapter where the authors make recommendations that provide play opportunities leading intentionally to the development of various literacy skills. This edited volume will inspire readers to rethink existing practices and revalue play.

"The book's reader friendly writing makes it an easy read for professors, graduate students, practicing teachers, and other professionals. The research studies are well grounded in decades of literature and showcase the benefits of play in literacy learning. Each chapter addresses the need to challenge hegemonic educational systems that have relentlessly eliminated play from early childhood curricula. The most beneficial portion of the text can be found at the end of each chapter where the authors make recommendations that provide play opportunities leading intentionally to the development of various literacy skills. This edited volume will inspire readers to rethink existing practices and revalue play. -- ""American Journal of Play"""

Author Information

Myae Han is professor of early childhood education in the Department of Human Development and Family Sciences at the University of Delaware. James E. Johnson is professor of early childhood education in the Department of Curriculum and Instruction in the College of Education at The Pennsylvania State University.

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