Play and Literacy in Early Childhood

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. Play and Literacy in Early Childhood is 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.

Nico H. Frijda

Contents: K. Roskos,J.F. Christie, Foreword.Part I: The Playful Mind. P.K. Smith, Pretend Play and Children's Cognitive and Literacy Development: Sources of Evidence, and Some Lessons From the Past.R.K.Sawyer,S. DeZutter, Improvisation: A Lens for Play and Literacy Research. D.W. Rowe, Bringing Books to Life: The Role of Book-Related Dramatic Play in YoungChildren's Literacy Learning. A.P. Pellegrini,M. Van Ryzin, Commentary-Cognition, Play, and Early Literacy. Part II: The Play-Literacy Instructional Environment. K. Roskos,J.F. Christie, Play in the Context of the New Preschool Basics.L. Dunn,S.A. Beach, Supporting Literacy and Play in Early Childhood Programs: Promising Practicesand Continuing Challenges. M. Han,Individual Differences in Play Style and Literacy: A Bio-Ecological Perspective.J. Johnson, Commentary-Play, Literacy, and Theories of Instruction. Part III: The Play-Literacy Social Context. S.B. Neuman, Social Contexts for Literacy Development: A Family Literacy Program. N. Hall, Literacy, Play, and Authentic Experience. E. Bodrova,D. Leong, Play and Early Literacy: A Vygotskian Approach. P. Hannon, Commentary-Play, Learning, and Teaching. J.F. Christie,K. Roskos, Afterword.