“Play is the Universal Language of Childhood” (author unknown)

Goal 2 ~ Artifact 2A

LLED 556A 62A: Theory and Research in Early Literacy (Instructor: Dr. Guofang Li)

Final Paper: Review of Research Literature

Over the years, there have been surges towards increasing academic standards in Kindergarten, which puts pressure on educators to push children to reach literacy and other academic curricular milestones. This drive has caused divisions and tensions between academic learning and developmentally (and contextually) appropriate practices, such as play. While examining early childhood language and literacy education, I realized that I would like to continue to explore literacy and play. Many educators, parents, and researchers agree that play is vital for children. There is also consensus regarding the significance of literacy development in the early years, for later successes in learning and in life. In this paper, I explore the question: How can we use play to support children’s early literacy growth?

Today, educators are working with children, families, and communities; coming from diverse backgrounds and experiences of language and literacy, play and learning. As a result, educators must collaborate with children and families to create responsive and inclusive literacy programs that inspire play and learning for all. This paper explores play and literacy, in a Kindergarten classroom context and shares how play-literacy can be used to honour the diversities and complexities of children’s unique contexts, interests, and needs.

Read Online: Play-Literacy in the Kindergarten Classroom: A Review of the Research Literature

Download PDF: Play-Literacy in the Kindergarten Classroom: A Review of the Research Literature