Play and Literacy
Play & Culture Studies, Volume 16
Hamilton Books (Publisher)
1st Edition
Published on 4. February 2021
198 pages
978-0-7618-7232-0 (ISBN)
Description
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.
More details
Series
Edition
1. Auflage
Language
English
Place of publication
Lanham, MD
United States
Publishing group
University Press of America
Illustrations
10 b/w photos; 12 tables
ISBN-13
978-0-7618-7232-0 (9780761872320)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
02/2021
Hamilton Books
€45.40
Shipment within 10-20 days
Persons
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.
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.
Content
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
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
