Play and Literacy Learning in a Diverse Language Pre-Kindergarten Classroom

Abstract

This study explores a teacher's understandings of the role of play and her use of play in literacy learning serving children from diverse language backgrounds. The participants in this study were a public pre-kindergarten teacher and her class. Data were collected from interviews, informal conversations, observations, and self-reflexive notes. The teacher believed that play, as she defined it, has an important role in children's literacy learning and development, and she used playful activities (concrete, manipulative, fun, hands-on, and creative activities, including games) as potential teaching and learning mediums for literacy learning, within her own unique understanding and use of play. Implications for understanding multicultural and developmentally appropriate literacy practices are discussed in terms of teacher beliefs and understandings.