Commentary: Play, literacy, and theories of instruction

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This chapter discusses play and literacy relating to early childhood education (ECE) curriculum, teaching, and professional development. ECE is now at a very interesting and crucial three-way crossroads with its tremendous worldwide growth and expansion and public scrutiny. There is enormous pressure on ECE to be more accountable, standardized, and academic. Roskos and Christie note that research on play and early childhood development has a long history and has generated considerable theoretical and empirical evidence for a positive connection between the two. This research tradition has led to many practical applications for curriculum and instruction in ECE. To improve play and literacy instructional practices, teachers need to develop a balanced appreciation of research and theory on the one hand, and the value of personal experiences and learning from role models and mentors on the other hand. Educational standards and mastering basic skills especially in the area of emergent literacy are new emphases in ECE that influence instructional theorizing about play.

Original languageEnglish (US)
Title of host publicationPlay and Literacy in Early Childhood
Subtitle of host publicationResearch from Multiple Perspectives, Second Edition
PublisherTaylor and Francis
Pages133-147
Number of pages15
ISBN (Electronic)9781351553964
ISBN (Print)0805856390, 9780805856408
DOIs
StatePublished - Jan 1 2017

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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