Overview

Dominant assumptions about place tend to be defined in relation to urban communities. To assume a singular construction of urban places misrepresents the experiences, perspectives, and identities of urban children, making their identities become invisible to researchers, educators, and curriculum developers. Sharing a wide range of perspectives, The Role of Place and Play in Young Children's Language and Literacy sheds light on language and literacy learning in play-based early childhood settings where place plays an important role in teaching and learning. Drawing on geographic contexts, including northern rural and Indigenous communities, and giving voice to educational leaders in Indigenous professional learning contexts, as well as speech-language pathologists, this book joins forces with literacy and early childhood education researchers to create an interdisciplinary collage of theory, research, and practice. Bringing play and place together, a concept Shelley Stagg Peterson and Nicola Friedrich call playce-based learning, this book provides new and compelling ways to think about equity and educational opportunity in the language and literacy development of young children, and offers spaces for them to construct their own identities in positive ways.

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9781487529215

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Reviews

The Role of Place and Play in Young Children's Language and Literacy is unique in many ways. First, it is about play, something that is finally not being taken for granted in early childhood. Second, it relates play to place and the environment children live in. Third, it is about children from Indigenous cultures and specific marginalized groups in four different continents. This is a book with great richness for all who are interested in young children's development and learning, as well of the staff's teaching. - Ingrid Pramling Samuelsson, Professor of Early Childhood Education, Gothenburg University The contributing authors bring a range of new perspectives to play from different cultures and communities around the world. This book is essential for informing the development of future and present teachers and practitioners in early childhood settings, and will be of interest to students and scholars of childhood and play. The authors unsettle and disrupt some entrenched assumptions about play, and offer hopeful activism and critique, based on practical examples and philosophies. - Elizabeth Wood, Professor of Education, University of Sheffield These wonderful accounts of innovative, playful practice remind us that we must nurture children's roots if we want them to develop confident and respectful relationships with the natural world and with people from other places. 'Being there' provides a deeper density of knowing than words can capture but hearing and reading about other people's experiences can introduce us to a wealth of diversity beyond our own home, family, and stories. Tall trees need (and feed) rich roots. - Rod Parker-Rees, Visiting Research Fellow in Early Childhood Studies, Plymouth University

""" The Role of Place and Play in Young Children's Language and Literacy is unique in many ways. First, it is about play, something that is finally not being taken for granted in early childhood. Second, it relates play to place and the environment children live in. Third, it is about children from Indigenous cultures and specific marginalized groups in four different continents. This is a book with great richness for all who are interested in young children's development and learning."" --Ingrid Pramling Samuelsson, Professor of Early Childhood Education, Gothenburg University ""These wonderful accounts of innovative, playful practice remind us that we must nurture children's roots if we want them to develop confident and respectful relationships with the natural world and with people from other places. 'Being there' provides a deeper density of knowing than words can capture but hearing and reading about other people's experiences can introduce us to a wealth of diversity beyond our own home, family, and stories. Tall trees need (and feed) rich roots."" --Rod Parker-Rees, Visiting Research Fellow in Early Childhood Studies, Plymouth University ""The contributing authors bring a range of new perspectives to play from different cultures and communities around the world. This book is essential for informing the development of future and present teachers and practitioners in early childhood settings, and will be of interest to students and scholars of childhood and play. The authors unsettle and disrupt some entrenched assumptions about play, and offer hopeful activism and critique, based on practical examples and philosophies."" --Elizabeth Wood, Professor of Education, University of Sheffield"

The Role of Place and Play in Young Children's Language and Literacy is unique in many ways. First, it is about play, something that is finally not being taken for granted in early childhood. Second, it relates play to place and the environment children live in. Third, it is about children from Indigenous cultures and specific marginalized groups in four different continents. This is a book with great richness for all who are interested in young children's development and learning. - Ingrid Pramling Samuelsson, Professor of Early Childhood Education, Gothenburg University The contributing authors bring a range of new perspectives to play from different cultures and communities around the world. This book is essential for informing the development of future and present teachers and practitioners in early childhood settings, and will be of interest to students and scholars of childhood and play. The authors unsettle and disrupt some entrenched assumptions about play, and offer hopeful activism and critique, based on practical examples and philosophies. - Elizabeth Wood, Professor of Education, University of Sheffield These wonderful accounts of innovative, playful practice remind us that we must nurture children's roots if we want them to develop confident and respectful relationships with the natural world and with people from other places. 'Being there' provides a deeper density of knowing than words can capture but hearing and reading about other people's experiences can introduce us to a wealth of diversity beyond our own home, family, and stories. Tall trees need (and feed) rich roots. - Rod Parker-Rees, Visiting Research Fellow in Early Childhood Studies, Plymouth University

"""The Role of Place and Play in Young Children's Language and Literacy is unique in many ways. First, it is about play, something that is finally not being taken for granted in early childhood. Second, it relates play to place and the environment children live in. Third, it is about children from Indigenous cultures and specific marginalized groups in four different continents. This is a book with great richness for all who are interested in young children's development and learning.""--Ingrid Pramling Samuelsson, Professor of Early Childhood Education, Gothenburg University ""These wonderful accounts of innovative, playful practice remind us that we must nurture children's roots if we want them to develop confident and respectful relationships with the natural world and with people from other places. 'Being there' provides a deeper density of knowing than words can capture but hearing and reading about other people's experiences can introduce us to a wealth of diversity beyond our own home, family, and stories. Tall trees need (and feed) rich roots.""--Rod Parker-Rees, Visiting Research Fellow in Early Childhood Studies, Plymouth University ""The contributing authors bring a range of new perspectives to play from different cultures and communities around the world. This book is essential for informing the development of future and present teachers and practitioners in early childhood settings, and will be of interest to students and scholars of childhood and play. The authors unsettle and disrupt some entrenched assumptions about play, and offer hopeful activism and critique, based on practical examples and philosophies.""--Elizabeth Wood, Professor of Education, University of Sheffield"

Author Information

Shelley Stagg Peterson is a professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto. Nicola Friedrich is a postdoctoral fellow in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto.

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