Play Encourage Emergent Literacy (page 3)

Play is prescribed for developmentally appropriate programs in the primary grades as well as in preschool and kindergarten (Copple & Bredekamp, 2006; Neuman et al., 2000; Singer, Golinkoff, & Hirsh-Pasek, 2006). Teachers and parents frequently quote the statement that “play is the work of children” and pay lip service to the value of play. Yet in practice, play may not be a high priority in educational settings (Bondioli, 2001; Olfman, 2003). Teachers often allow play only after other schoolwork is completed, or they use it as a “break” from the real work of school. Other teachers assign the label “play” to teacher-directed activity. Many parents complain if their children report that what they did in school was play. Current federal legislation (NCLB, 2002) provides funding for the development of early literacy instruction, resulting in an increase in explicit language and literacy instruction in preschool settings. This increase in academically oriented early-childhood settings has resulted in more time spent teaching literacy subskills (Cooper, 2005; Dickinson, 2002; Olfman, 2003). Teachers tell us there is no time for play in schools, especially when children reach elementary school. We join the ranks of the many researchers and educators who are concerned that the links between play and the development of literacy are being overlooked (e.g., Almon, 2003; Morrow & Schickedanz, 2006; Olfman, 2003). These problems are symptoms of widespread misunderstanding of how children learn and the role of play in that learning.

Some educators have speculated that the term play has a bad reputation and should be abandoned. Some classrooms use terms such as choosing time or free choice instead of the P word. Investigating or exploring can also be synonymous with play. Whatever we call it, children’s engagement in freely chosen activities of interest is vitally important to their learning. There is no opposition between play and academics for young children: One is process, and one is content (Bowman, 2005; Rust, 1997). Play is the process for learning much of the content of academics. Play is one important way in which children construct knowledge (Kieff & Casbergue, 2000; Kraus, 2006; Roopnarine & Johnson, 2005; Singer, Singer, Plaskon, & Schweder, 2003). Unfortunately, many educators now think children can learn only what we adults tell them, so we strip them of the opportunity to direct their own learning (Almon, 2003). Yet, play provides for exploration of the environment, experimentation with their ever-changing theories, practice in emerging skills, and peer interaction to stimulate thought about these activities. Parents and educators who understand the value of these activities will defend play as basic to the early-childhood curriculum. In fact, it is “crucial for children’s development and learning” (DeVries, 2001, p. 76). We outline the play–literacy links here to provide support for your use of play in your early-childhood classroom.