Let's Talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms

Autor/inn/en	Allee-Herndon, Karyn A.; Roberts, Sherron Killingsworth; Hu, BiYing; Clark, M. H.; Stewart, Martha Lue
Titel	Let's Talk Play! Exploring the Possible Benefits of Play-Based Pedagogy on Language and Literacy Learning in Two Title I Kindergarten Classrooms
Quelle	In: Early Childhood Education Journal, 50 (2022) 1, S.119-132 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allee-Herndon, Karyn A.) ORCID (Roberts, Sherron Killingsworth) ORCID (Clark, M. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01141-6
Schlagwörter	Play; Kindergarten; Young Children; Emergent Literacy; Reading Achievement; Instructional Effectiveness; Direct Instruction; Poverty; Socioeconomic Background; At Risk Students; Student Needs; Vocabulary Development; Equal Education; Cognitive Development; Intelligence Tests; Educational Legislation; Federal Legislation; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Spiel; Frühe Kindheit; Frühleseunterricht; Leseleistung; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Armut; Sozioökonomische Lage; Wortschatzarbeit; Kognitive Entwicklung; Intelligence test; Intelligenztest; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The research literature well establishes that adverse conditions, such as poverty, can affect children's cognitive development and academic achievement. Educators are challenged to translate these understandings into instructional practices grounded in research that best meet the needs of students, especially students living in poverty who are at greater risk for underperforming compared to their more resourced peers. This study explored the effects of two teachers' direct instruction learning environments to test the hypothesis that Title I kindergarten students from low socioeconomic backgrounds will show greater gains in receptive vocabulary and literacy learning when purposeful play is incorporated. The Peabody Picture Vocabulary Test 4th Edition (PPVT-4) results were analyzed in relation to students' literacy learning as measured by i-Ready Diagnostic Reading at pre/post-test. While receptive vocabulary growth was greater in the didactic classroom, the reading growth was greater in the play-based classroom. Students with higher levels of receptive vocabulary in both classrooms also tended to perform better on measures of literacy achievement. The findings from this study, while limited, conclude that infusing both a play-based approach and systematic direct instruction may be the best way to support the literacy learning needs for all students. This study supports the bourgeoning research of play-based developmentally appropriate practices as an effective intervention to increase educational equity for vulnerable students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01