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Supporting literacy development in kindergarten through teacher-facilitated play
Angela Pyle1, Hanna Wickstrom1, Olivia Gross1
1University of Toronto, Canada.
Journal of Early Childhood Research : ECR
|September 3, 2024
Summary
Kindergarten teachers can effectively support early literacy through guided play. This approach balances child autonomy with academic goals, fostering essential literacy skills during playtime.
Area of Science:
- Education
- Developmental Psychology
- Early Childhood Education
Background:
- Teacher-facilitation of play is recognized for supporting early literacy.
- Educators face challenges balancing child-led play with academic objectives.
Purpose of the Study:
- To understand how kindergarten teachers can successfully facilitate play for early literacy development.
- To identify effective classroom practices for integrating literacy into play.
Main Methods:
- Qualitative analysis of classroom observations.
- Semistructured interviews with kindergarten teachers.
Main Results:
- Different play types support distinct core literacy skills.
- Guided play approaches effectively foster multiple literacy skills.
- Teachers utilize a continuum of guided play strategies.
Conclusions:
- Play-based learning is a viable strategy for early literacy.
- Guided play offers a framework for balancing autonomy and academic goals.
- Further research can explore specific guided play techniques.
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