Abstract
Using a qualitative research approach, this article examined adults' literacy-assisting behaviors, roles, and role taking during the spontaneous play of 3- and 4-year-old children in three literacy-based play settings. Six early childhood caregivers participated in the study as informants. Based on ethnographic interviews with them, their journal entries, and observations of their behaviors (actions and language) during free playtime, characteristic behaviors and roles supportive of literacy in play were identified and described. Qualities of the adults' role taking in the flow of children's literacy-related play were also observed. The descriptive observations point toward commonalities among adults' facilitation of literacy in play, accepted play intervention techniques, and adult behaviors in storybook-reading contexts. Implications for further research and practice are also discussed.
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