This book overviews the sociolinguistic and psychological approaches to studying play and literacy. It offers research studies that relate different aspects of play to emergent reading and writing behaviors. The use of certain language structures, storybook reenactments, literacy activities during play, and notions of reality and pretense are considered. It also presents applied research on how manipulation of play environments, teacher involvement in play, and play training can promote literacy growth.
James F. Christie is Associate Professor in the College of Education at Arizona State University.
"This book provides the evidence for the view that, whatever its other relationships with literacy may be, play can be an effective literacy-learning medium for many young children. Furthermore, use of this medium can be accomplished in such a way as to enhance rather than destroy children's control over and enjoyment of their play and learning experiences. " — Penelope Griffing, The Ohio State University
"I found this book both impressive and exciting because it presents a thorough and representative view of play and early literacy through the inclusion of both psychologically- and socologically-oriented research. " — Robert G. Collier, Western Illinois University