NotesFAQContact Us
Search Tips
ERIC Number: ED395705
Record Type: Non-Journal
Publication Date: 1995
Pages: 31
Abstractor: N/A
Reference Count: N/A
Play-Literacy Connections: A Research Synthesis and Suggested Directions.
Musthafa, Bachrudin
Based upon the theories of Piaget and Vygotsky and informed by research from many disciplines including linguistics, anthropology, history and psychology, the knowledge about the nature of children's play and its relationship to literacy development has steadily increased. The play of young children is categorized as: (1) meaningful; (2) symbolic; (3) active; (4) pleasurable; (5) voluntary and intrinsically motivated; and (6) rule governed. Play provides a context within which the emergence of literacy can be manifested and explored. The literacy, in turn, enriches the play, helping the development and processing of scripts. In addition, children use similar representational mental processes in both play and literacy acts. In order to understand children's play and literacy acts researchers must see them in the context of children's cultural practice. Research can then accurately describe the play-literacy relationship as a "situated" cultural phenomenon. A sociocultural approach to play-literacy research should accompany the current research traditions of psychologically-oriented and culturally/sociolinguistically-oriented approaches. The sociocultural approach attempts to understand how children socially construct meanings of peer interactions, events (e.g. play and early literacy learning), and the larger social world in different contexts. Its research methodology is grounded in the inductive analysis of rich ethnographic materials. The sociocultural approach seems to hold the promise of providing insights into the life-worlds of children which in, in turn, enables educational practitioners to design developmentally-appropriate literacy instruction. Contains 45 references. (BGC)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A