The Play-Literacy Interface in Full-day Kindergarten Classrooms

This is a post-peer-review, pre-copy edit version of an article published in Early Childhood Education Journal. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10643-017-0852-zThe increasing accountability framework in Kindergarten education has put pressure on teachers to ensure that students reach certain literacy milestones before proceeding to the subsequent grade. One result of this shift is a tension between an emphasis on academic learning and the use of developmentally appropriate practices, such as play. However, there is evidence that play can be an effective context for literacy development. This study investigated the enacted integration of literacy learning and play-based pedagogies. Semi-structured interviews with twelve teachers who taught using a play-based Kindergarten program revealed differences in their beliefs about the role of play for literacy learning. Two groups of teachers emerged from the data analysis: the play and development group, where five teachers dichotomized play and learning, and the integrated play and learning group, where seven teachers combined play and learning. Teachers in the play and development group expressed that play may not be the best approach for literacy learning and were less likely to integrate the two. Teachers in the integrated play and learning group believed play to be important for children’s literacy learning and articulated a range of strategies for integration. Classroom observations of children’s play showed evidence of more literacy-play integration by students in the integrated play and learning group. Teachers in this group were also more likely to become involved in children’s play, which supported children’s literacy engagement during play. Although there were differences in play-literacy integration between the groups, all teachers expressed challenges associated with implementing a play-based learning program