Play and literacy in early childhood: research from multiple perspectives

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Lawrence Erlbaum Associates, Jun 26, 2007 - Psychology - 246 pages
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This volume presents studies and research syntheses on the significance of play in the literacy development of young children and pushes the study of play and literacy into new areas. Children's play is under serious attack that puts it in a precarious position in today's brave new world dominated by early learning standards and achievement outcomes. Reflecting this paradigm shift that has taken place since the publication of the first edition, this edition is organized around a different set of focal perspectives on the play-literacy interface: *The Playful Mind; *The Play-Literacy Instructional Environment; and *The Play-Literacy Social Context. Looking both back and aheadre-visiting previously reported studies and also introducing new inquiries into the role of play in early literacy development and learning, especially as these shed light on school readinessthis volume mines studies that directly focus on play-literacy links as well as new studies and syntheses that take these links in new directions and to new starting places for research. It challenges play-literacy researchers to use their imaginations to overcome persistent methodological problems, to break from the past into new territories of study (such as neuroscience), to strive for multi-disciplinary perspectives, and to push harder for the incorporation of play into the literacy education of young children. Play and Literacy in Early Childhoodis intended for researchers and practitioners in the fields of early childhood education and early literacy development and as text for upper-level courses in these areas.

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Contents

Pretend Play and Childrens Cognitive and Literacy
3
A Lens for Play and Literacy Research
21
The Role of BookRelated Dramatic
37
Copyright

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About the author (2007)

Catherine A. Rosemary, PhD, is Associate Professor in the Department of Education and Allied Studies at John Carroll University in Cleveland, Ohio. Before joining the university in 1995, Dr. Rosemary worked for 16 years in public schools as a special education teacher, reading specialist, and director of curriculum and instruction. She currently directs the Literacy Specialist Project, a statewide professional development initiative for improving literacy teaching in preschools through grade 12, and is codirector of the Reading First--Ohio Center for Professional Development and Technical Assistance in Effective Reading Instruction. Her work has led to numerous research presentations and publications on the influence of professional development on teacher learning and practice. Dr. Rosemary was instrumental in developing the Literacy Specialist Endorsement, a newly offered credential available to teachers in Ohio.
Kathleen A. Roskos, PhD, a Professor in the Department of Education and Allied Studies at John Carroll University, teaches courses in reading instruction and reading diagnosis. Formerly an elementary classroom teacher, Dr. Roskos has served in a variety of educational administration roles, including director of federal programs in the public schools and department chair in higher education. For 2 years she directed the Ohio Literacy Initiative at the Ohio Department of Education, providing leadership in pre-K-12 literacy policy and programs. Dr. Roskos studies early literacy development and learning, teacher cognition, and the design of professional education for teachers, and has published research articles on these topics in leading journals. She is currently amember of the e-Learning Committee and the Early Childhood Commission of the International Reading Association (IRA) and President of the IRA’ s Literacy Development for Young Children Special Interest Group.
Leslie K. Landreth, MA, is Assistant Director of the Literacy Specialist Project at John Carroll University, where she also teaches undergraduate reading courses as an adjunct instructor. Before joining the Literacy Specialist Project in January 2000, she taught for 25 years in elementary schools and libraries in Michigan, California, South Carolina, and Ohio. Her work has been driven by a passion for children’ s literature, an interest in the English language, and a desire to provide effective literacy instruction. Ms. Landreth’ s current role with the Literacy Specialist Project centers on the design and implementation of a literacy curriculum for educators in Ohio. Through her curriculum development work, she has made significant contributions to statewide professional development in literacy.

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