Description
Book SynopsisThis book provides direct solutions to the question, How do we save play in a standard-driven educational environment? This book provides theoretical/historical foundation of connection between play and literacy, applied research studies, and practical strategies to connect play and literacy in early childhood and in teacher education.
Table of ContentsList 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
