Exploring Language, Literacy, and Identity Connections through Play-Based Education in Rural, Remote, and Indigenous Communities

Burcu Yaman Ntelioglou,Shelley Stagg Peterson

doi:10.20360/g20m3t

Abstract

Exploring Language, Literacy, and Identity Connections through Play-Based Education in Rural, Remote, and Indigenous Communities

Highlights

At the time of the meeting, participating teachers and early childhood educators had been video-recording children’s play interactions and photographing written work that accompanies play in their kindergarten, grade one and Aboriginal Head Start classrooms for two years
Because collaborators whose papers are included in this special issue had not been part of the data collection process and had access to a small portion of the Play data gathered over two years, their papers emphasize ways in which the literature and their previous research within their international
Building on the discussion on culturally sensitive approaches in language and literacy education, Peltier, an Anishinaabe scholar, in her article presents case narratives, including a narrative that focuses on Play data from the Aboriginal Head Start Program in Manitoba drawing conceptually and theoretically on the Aboriginal pedagogy she developed from her research in an elementary school

Summary

Introduction

At the time of the meeting, participating teachers and early childhood educators had been video-recording children’s play interactions and photographing written work that accompanies play in their kindergarten, grade one and Aboriginal Head Start classrooms for two years.

Results

Conclusion