Cover image for Play and literacy in early childhood : research from multiple perspectives
Title:
Play and literacy in early childhood : research from multiple perspectives
Author:
Roskos, Kathy.
Publication Information:
Mahwah, N.J. : L. Erlbaum, 2000.
Physical Description:
xxiv, 278 pages : illustrations ; 24 cm
Language:
English
Contents:
Bringing books to life : the role of book-related dramatic play in young children's literacy learning / Deborah Wells Rowe -- Narrative connection : stories and literacy / Greta G. Fein, Alicia E. Ardila-Rey, and Lois A. Groth -- Symbolic play, phonological awareness, and literacy skills at three age levels / Doris Bergen and Daria Mauer -- Commentary-- cognitive development, play, and literacy : issues of definition and developmental function / A.D. Pellegrini and Lee Galda -- Incorporating literacy resources into the play curriculum of two Icelandic preschools / Johanna Einarsdottir -- Supporting literacy in early childhood programs : a challenge for the future / Loraine Dunn, Sara Ann Beach, and Susan Kontos -- Reading is a source of entertainment : the importance of the home perspective for children's literacy development / Susan Sonnenschein ... [et al.] -- Through the bioecological lens : some observations of literacy in play as a proximal process -- Kathleen A. Roskos -- Commentary-- play, literacy, and ecology : implications for early educational research and practice / James E. Johnson -- Social contexts for literacy development : a family literacy program / Susan B. Neuman -- "It would be as good as Snow White." : play and prosody / N. Amanda Branscombe and Janet B. Taylor -- Literacy, play, and authentic experience / Nigel Hall -- Sociocultural contexts of dramatic play : implications for early education / Jaipaul L. Roopnarine ... [et al.] -- Commentary-- constructing sociocultural approaches to literacy education / Artin Göncü and Eleni Katsarou.
Reading Level:
1380 Lexile.
ISBN:
9780805829648

9780805829655
Format :
Book

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Summary

Summary

This volume brings together studies, research syntheses, and critical commentaries that examine play-literacy relationships from cognitive, ecological, and cultural perspectives. The cognitive view focuses on mental processes that appear to link play and literacy activities; the ecological stance examines opportunities to engage in literacy-related play in specific environments; and the social-cultural position stresses the interface between the literacy and play cultures of home, community, and the school. Examining play from these diverse perspectives provides a multidimensional view that deepens understanding and opens up new avenues for research and educational practice.

Each set of chapters is followed by a critical review by a distinguished play scholar. These commentaries' focus is to hold research on play and literacy up to scrutiny in terms of scientific significance, methodology, and utility for practice. A Foreword by Margaret Meek situates these studies in the context of current trends in literacy learning and instruction.

Earlier studies on the role of play in early literacy acquisition provided considerable information about the types of reading and writing activities that children engage in during play and how this literacy play is affected by variables such as props, peers, and adults. However, they did not deal extensively, as this book does, with the functional significance of play in the literacy development of individual children. This volume pushes the study of play and literacy into new areas. It is indispensable reading for researchers and graduate students in the fields of early childhood education and early literacy development.


Summary

This volume brings together studies, research syntheses, and critical commentaries that examine play-literacy relationships from cognitive, ecological, and cultural perspectives. The cognitive view focuses on mental processes that appear to link play and literacy activities; the ecological stance examines opportunities to engage in literacy-related play in specific environments; and the social-cultural position stresses the interface between the literacy and play cultures of home, community, and the school. Examining play from these diverse perspectives provides a multidimensional view that deepens understanding and opens up new avenues for research and educational practice.

Each set of chapters is followed by a critical review by a distinguished play scholar. These commentaries' focus is to hold research on play and literacy up to scrutiny in terms of scientific significance, methodology, and utility for practice. A Foreword by Margaret Meek situates these studies in the context of current trends in literacy learning and instruction.

Earlier studies on the role of play in early literacy acquisition provided considerable information about the types of reading and writing activities that children engage in during play and how this literacy play is affected by variables such as props, peers, and adults. However, they did not deal extensively, as this book does, with the functional significance of play in the literacy development of individual children. This volume pushes the study of play and literacy into new areas. It is indispensable reading for researchers and graduate students in the fields of early childhood education and early literacy development.


Reviews 2

Choice Review

Given the intense interest in literacy, this is a timely volume. Although the early childhood years are important in the development of literacy, the results of research often do not reach teachers in the field. Specifically, the role of play in literacy is not well understood by many practitioners. As the title promises, this book delivers on multiple perspectives with sections on the cognitive, ecological, and sociocultural viewpoints well represented. Particularly helpful are the commentaries after each section, which review the salient points and integrate the information and the issues. The various authors raise as many questions as they answer, challenging assumptions and providing the reader with much to consider. Definitions of play and of literacy are examined, as are the experiences of different school populations. The need to engage parents and to respect different cultural experiences and expectations is stressed. The complexities of learning to read and write and the role of play in this development are captured in the studies and the commentaries. This is a rich resource for those involved in teacher and parent education programs as well as for early childhood and literacy educators. Recommended at all levels. S. Sugarman; Bennington College


Choice Review

Given the intense interest in literacy, this is a timely volume. Although the early childhood years are important in the development of literacy, the results of research often do not reach teachers in the field. Specifically, the role of play in literacy is not well understood by many practitioners. As the title promises, this book delivers on multiple perspectives with sections on the cognitive, ecological, and sociocultural viewpoints well represented. Particularly helpful are the commentaries after each section, which review the salient points and integrate the information and the issues. The various authors raise as many questions as they answer, challenging assumptions and providing the reader with much to consider. Definitions of play and of literacy are examined, as are the experiences of different school populations. The need to engage parents and to respect different cultural experiences and expectations is stressed. The complexities of learning to read and write and the role of play in this development are captured in the studies and the commentaries. This is a rich resource for those involved in teacher and parent education programs as well as for early childhood and literacy educators. Recommended at all levels. S. Sugarman; Bennington College


Table of Contents

ContentsM. Meek
Foreword
Preface
Part I A Cognitive Perspective
Bringing Books to Life: The Role of Book-Related Dramatic Play in Young Children's Literacy LearningD.W. Rowe
The Narrative Connection: Stories and LiteracyG.G. Fein and A.E. Ardila-Rey and L.A. Groth
Symbolic Play, Phonological Awareness, and Literacy Skills at Three Age SkillsD. Bergen and D. Mauer
Commentary--Cognitive Development, Play, and Literacy: Issues of Definition and Developmental FunctionA.D. Pellegrini and L. Galda
Part II An Ecological Perspective
Incorporating Literacy Resources Into the Play Curriculum of Two Icelandic PreschoolsJ. Einarsdottir
Supporting Literacy in Early Childhood Programs: A Challenge for the FutureL. Dunn and S.A. Beach and S. Kontos
Reading Is a Source of Entertainment: The Importance of the Home Perspective for Children's Literacy DevelopmentS. Sonnenschein and L. Baker and R. Serpell and D. Schmidt
Through the Bioecological Lens: Some Observations of Literacy in Play as Proximal ProcessK.A. Roskos
Commentary--Play, Literacy, and Ecology: Implications for Early Educational Research and PracticeJ.E. Johnson
Part III A Sociocultural Perspective
Social Contexts for Literacy Development: A Family Literacy ProgramS.B. Neuman
"It Would Be as Good asSnow White": Play and ProsodyN.A. Branscombe and J.B. Taylor
Literacy, Play, and Authentic ExperienceN. Hall
Sociocultural Contexts of Dramatic Play: Implications for Early EducationJ.L. Roopnarine and M. Shin and B. Donovan and P. Suppal
Commentary--Constructing Sociocultural Approaches to Literacy EducationK.A. Roskos and J.F. Christie and A. Göncü and E. Katsarou
Afterword
ContentsM. Meek
Foreword
Preface
Part I A Cognitive Perspective
Bringing Books to Life: The Role of Book-Related Dramatic Play in Young Children's Literacy LearningD.W. Rowe
The Narrative Connection: Stories and LiteracyG.G. Fein and A.E. Ardila-Rey and L.A. Groth
Symbolic Play, Phonological Awareness, and Literacy Skills at Three Age SkillsD. Bergen and D. Mauer
Commentary--Cognitive Development, Play, and Literacy: Issues of Definition and Developmental FunctionA.D. Pellegrini and L. Galda
Part II An Ecological Perspective
Incorporating Literacy Resources Into the Play Curriculum of Two Icelandic PreschoolsJ. Einarsdottir
Supporting Literacy in Early Childhood Programs: A Challenge for the FutureL. Dunn and S.A. Beach and S. Kontos
Reading Is a Source of Entertainment: The Importance of the Home Perspective for Children's Literacy DevelopmentS. Sonnenschein and L. Baker and R. Serpell and D. Schmidt
Through the Bioecological Lens: Some Observations of Literacy in Play as Proximal ProcessK.A. Roskos
Commentary--Play, Literacy, and Ecology: Implications for Early Educational Research and PracticeJ.E. Johnson
Part III A Sociocultural Perspective
Social Contexts for Literacy Development: A Family Literacy ProgramS.B. Neuman
"It Would Be as Good asSnow White": Play and ProsodyN.A. Branscombe and J.B. Taylor
Literacy, Play, and Authentic ExperienceN. Hall
Sociocultural Contexts of Dramatic Play: Implications for Early EducationJ.L. Roopnarine and M. Shin and B. Donovan and P. Suppal
Commentary--Constructing Sociocultural Approaches to Literacy EducationK.A. Roskos and J.F. Christie and A. Göncü and E. Katsarou
Afterword