Prioritizing Purposeful and Playful Language Learning in Pre-K

Autor/inn/en	Hadley, Elizabeth Burke; Newman, Katherine Mackay
Titel	Prioritizing Purposeful and Playful Language Learning in Pre-K
Quelle	In: Reading Teacher, 76 (2023) 4, S.470-477 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadley, Elizabeth Burke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2161
Schlagwörter	Preschool Children; Preschool Education; Play; Learning Processes; Learning Activities; Oral Language; Student Centered Learning; Language Acquisition; Educational Strategies; Educational Objectives; Teaching Guides + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Learning process; Lernprozess; Lernaktivität; Oral interpretation; Mündlicher Sprachgebrauch; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Sprachaneignung; Spracherwerb; Lehrstrategie; Educational objective; Bildungsziel; Erziehungsziel; Lehrerhandbuch
Abstract	Using play to meet specific learning goals in pre-k can be challenging. In this article, we discuss why play is an essential activity for pre-k learning. We share some research on the importance of supporting unconstrained, trifecta skills like oral language in the context of child-centered, playful activities. We explain the importance of teacher scaffolding during play to meet specific language learning goals. Finally, we give practical strategies for planning and implementing play activities that will make a difference for children's language growth. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01