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ERIC Number: EJ1159023
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0966-9760
Play and Gender in Ontario Kindergarten Classrooms: Implications for Literacy Learning
Prioletta, Jessica; Pyle, Angela
International Journal of Early Years Education, v25 n4 p393-408 2017
Research has highlighted the importance of early literacy development. In light of this, there has been a growing concern around boys' underachievement on language and literacy assessments. Given the recent mandate for play-based learning in Ontario kindergartens, this paper examines children's literacy integration during play from a gender perspective. An analysis of 380 minutes of children's play revealed that girls and boys often played separately across the 12 kindergarten classrooms in this study. Importantly, the centres at which girls and boys played offered different literacy support. Our findings showed that gender played a salient role in children's play choices affecting the types of academic skills children practiced in their play. In this paper, we shed light on the need for gender awareness and sensitivity in policy mandates and teacher practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A