Overview

This volume presents studies and research syntheses on the significance of play in the literacy development of young children and pushes the study of play and literacy into new areas. Children’s play is under serious attack that puts it in a precarious position in today’s brave new world dominated by early learning standards and achievement outcomes. Reflecting this paradigm shift that has taken place since the publication of the first edition, this edition is organized around a different set of focal perspectives on the play-literacy interface: The Playful Mind The Play-Literacy Instructional Environment The Play-Literacy Social Context. Looking both back and ahead, re-visiting previously reported studies and also introducing new inquiries into the role of play in early literacy development and learning, especially as these shed light on school readiness, this volume mines studies that directly focus on play-literacy links as well as new studies and syntheses that take these links in new directions and to new starting places for research. It challenges play-literacy researchers to use their imaginations to overcome persistent methodological problems, to break from the past into new territories of study (such as neuroscience), to strive for multi-disciplinary perspectives, and to push harder for the incorporation of play into the literacy education of young children. Play and Literacy in Early Childhood is intended for researchers and practitioners in the fields of early childhood education and early literacy development and as text for upper-level courses in these areas.

Full Product Details

Author:   Kathleen A. Roskos ,  James F. Christie
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Edition:   2nd edition
Dimensions:   Width: 15.20cm , Height: 1.40cm , Length: 22.90cm
Weight:   0.340kg
ISBN:  

9780805856408

ISBN 10:   0805856404
Pages:   264
Publication Date:   26 June 2007
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents: K. Roskos,J.F. Christie, Foreword.Part I: The Playful Mind. P.K. Smith, Pretend Play and Children’s Cognitive and Literacy Development: Sources of Evidence, and Some Lessons From the Past.R.K.Sawyer,S. DeZutter, Improvisation: A Lens for Play and Literacy Research. D.W. Rowe, Bringing Books to Life: The Role of Book-Related Dramatic Play in YoungChildren’s Literacy Learning. A.P. Pellegrini,M. Van Ryzin, Commentary—Cognition, Play, and Early Literacy. Part II: The Play-Literacy Instructional Environment. K. Roskos,J.F. Christie, Play in the Context of the New Preschool Basics.L. Dunn,S.A. Beach, Supporting Literacy and Play in Early Childhood Programs: Promising Practicesand Continuing Challenges. M. Han,Individual Differences in Play Style and Literacy: A Bio-Ecological Perspective.J. Johnson, Commentary—Play, Literacy, and Theories of Instruction. Part III: The Play-Literacy Social Context. S.B. Neuman, Social Contexts for Literacy Development: A Family Literacy Program. N. Hall, Literacy, Play, and Authentic Experience. E. Bodrova,D. Leong, Play and Early Literacy: A Vygotskian Approach. P. Hannon, Commentary—Play, Learning, and Teaching. J.F. Christie,K. Roskos, Afterword.

Reviews

...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....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. -CHOICE This book is not merely an excellent source for experienced scholars, but should be a good source of knowledge for doctoral students learning the issue from 'all around'. It is also a book that I would recommend to teacher training departments in Universities and colleges, not to mention teachers already working in the field of early childhood education. -TASP Newsletter This text offers stimulating insight into the relationships among early play behaviors and practices and the child's acquisition of literacy. In addition, readers will more fully understand that play, itself, is a zone of proximal development (to borrow from Vygotsky) and, as such, is a learning opportunity that invites children to expand their physical, social, emotional, and intellectual boundaries. -Journal of Childhood Education International An important building block and next step in constructing theory and a knowledge base on literacy and play. The research and theory contained in this volume represent a second-generation look at the issues and serves to expand our thinking. -Catherine Kurkjian Central Connecticut State University

"""...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....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."" —CHOICE ""This book is not merely an excellent source for experienced scholars, but should be a good source of knowledge for doctoral students learning the issue from 'all around'. It is also a book that I would recommend to teacher training departments in Universities and colleges, not to mention teachers already working in the field of early childhood education."" —TASP Newsletter ""This text offers stimulating insight into the relationships among early play behaviors and practices and the child's acquisition of literacy. In addition, readers will more fully understand that play, itself, is a zone of proximal development (to borrow from Vygotsky) and, as such, is a learning opportunity that invites children to expand their physical, social, emotional, and intellectual boundaries."" —Journal of Childhood Education International ""An important building block and next step in constructing theory and a knowledge base on literacy and play. The research and theory contained in this volume represent a second-generation look at the issues and serves to expand our thinking."" —Catherine Kurkjian Central Connecticut State University"

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