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

Allee-Herndon, Karyn A.; Roberts, Sherron Killingsworth; Hu, Biying; Clark, M. H.; Stewart, Martha Lue

doi:10.1007/s10643-020-01141-6

Cited by 13 publications

(16 citation statements)

References 64 publications

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“…Ways that Tasha and Evangeline interacted within and experienced the playbased curriculum and how the curriculum supported Evangeline's growth were illustrated, contributing to the field of early childhood education (ECE) curriculum (File, 2020). This scholarship supports the integration of play and academics (Allee-Herndon et al, 2022;Pyle et al, 2018), and demonstrates that play-based curriculum can continue to be implemented in U.S. public school kindergartens where high-stakes accountability measures are, in part, attributed to the decline in time for play (Bassok et al, 2016). By centering Evangeline's experiences, the child was central to the assertions put forward in this research.…”

Section: Discussionsupporting

confidence: 57%

“…Thus, play and academic learning are not at odds with one another (Allee-Herndon et al, 2022;Graue, 2011;Pyle et al, 2018;Raver & Blair, 2016). Teacher-guided play supports children's learning in the areas of math (Clements & Sarama, 2008), literacy and language (Han et al, 2010;Saracho & Spodek, 2006), social and emotional skills (Ashiabi, 2007), and executive functioning (Bodrova & Leong, 2007).…”

Section: Benefits Of Play and Playful Learningmentioning

confidence: 99%

“…And yet, many children in the U.S. struggle during their transition to kindergarten , in part, due to the shift from play-oriented to academically-oriented curricular emphases (Graue, 2011;. There remains a need to investigate the integration of academic and play-based curriculum models in kindergarten (Allee-Herndon et al, 2022;Pyle et al, 2018),…”

Section: Introductionmentioning

confidence: 99%

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Within-Classroom Play: Cultivating Autonomy, Competence, and Relatedness During the Transition to Kindergarten

Lyons

2022

Early Childhood Educ J

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Play, of varied type and form, provides opportunities for children to acquire a sense of competence and belonging when engaging in classroom life. The purpose of this study was to investigate ways that the inclusion of play as a curricular component eased academic stressors and supported motivation during the transition to kindergarten. In this qualitative case study, the researcher documented the within-classroom play of one child who had no prior-to-kindergarten schooling experience during her transition. Four months of ethnographic data collection (e.g., participant observation, artifact collection) allowed for a strong narrative to emerge that showed changes and progressions in the child over time. The data were compiled chronologically and analyzed using tenets of Self-Determination Theory (Ryan & Deci, 2017) to illuminate ways that her psychological needs for autonomy, competence, and relatedness were satisfied through play. The data were also open-coded and analyzed using the constant comparison method of multi-cycle coding to identify broad themes (Saldaña, 2016). The findings were written in a narrative style to tell a story of the focal child’s transition period, while illustrating the salient themes: that the child needed (1) structure during play times in order to find a rhythm in kindergarten and (2) time to engage in self-motivated work in order to access and develop autonomy, competence, and relatedness. This study supports scholarship that promotes the integration of play and academics, and contributes to the need for research that illustrates how curricula in early childhood settings work for the people experiencing it.

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Section: Discussionsupporting

confidence: 57%

Section: Benefits Of Play and Playful Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Within-Classroom Play: Cultivating Autonomy, Competence, and Relatedness During the Transition to Kindergarten

Lyons

2022

Early Childhood Educ J

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“…Prevoo et al, 2014;Pulinx, Van Avermaet, & Agirdag, 2017). An increasing number of studies therefore focuses on interventions to enhance vocabulary learning, particularly in ethnic minority children (e.g., Allee-Herndon, Roberts, Clark & Stewart, 2022;Frijns & Van den Branden, 2021). Research has repeatedly shown that reciprocal social interaction effectively enhances vocabulary learning (Marulis & Neuman, 2010;O'Doherty et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children

Boderé

Zenner

Vanbuel³

et al. 2023

J. Child Lang.

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Research shows that infants and preschoolers can learn novel words equally well through addressed speech as through overhearing two adults. However, most of this research draws from samples of ethnic majority children. The current study compares word learning in preschoolers (M age = 5;6) with an ethnic minority and an ethnic majority background (N = 132). An experimenter of the majority group (representative for most teachers in Flemish education) told a story in three different interaction situations: Addressed Speech, Overhearing Classroom and Overhearing Two Adults. Results show that children of both ethnic groups learn novel words in Addressed Speech and in Overhearing Classroom equally well. However, minority children learned significantly fewer words in Overhearing Two Adults. This study suggests important differences in how ethnic majority and minority children learn through indirect speech in educational (monolingual) settings. In addition, the study scrutinizes the potential role of social identification in overhearing mechanisms.

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“…5,10,22,[34][35][36][37] The lack of high-quality recess (eg, unstructured outdoor play), free play (eg, child-directed play in and outside of classrooms), and PA in schools impairs the development of correlated skills and knowledge necessary for school success. This, along with increased seat time to ''catch children up'' compounds the academic, behavioral, and social-emotional challenges for our most vulnerable students (to read more from this study, see also 38,39 ). For children from systemically at-risk backgrounds, prior research shows providing opportunities for safe movement (eg, embodied learning experiences and transitions), PA, and play both inside and outside of the classroom (eg, play-based learning, outdoor recess) is of particular benefit (eg, social-emotional skill building, cognitive development, academic concept development, language development, school readiness).…”

mentioning

confidence: 99%

Sitting Less for Success: Reducing Sedentary Behaviors to Increase Kindergarten Achievement

Allee,

Garcia,

Roberts

et al. 2023

Journal of School Health

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BackgroundPhysical activity (PA) improves outcomes, but disadvantaged children typically experience more sedentary behavior (SB). This study explored movement, executive function (EF) health, and academic achievement (AA) for economically disadvantaged kindergarteners.MethodsChildren in 2 classrooms (n = 16; n = 7) wore wrist‐based accelerometers to assess PA/SB during the school day. Independent t‐tests and analysis of variance analyzed mean group differences in PA/SB and EF/AA, and correlations explored AA and EF associations.ResultsThe movement‐based class spent significantly less time in SB compared to the contemporary class (t = 2.552, g = 1.115), made greater reading (t = −2.611) and math (t = .967) gains, and had better EF (t = .012). There were significant negative correlations between SB and math (r = −.534) and reading (r = −.592), but no significant relationships with EF.Implications for School Health Policy, Practice, and EquitySchools should consider methods to decrease time spent in SB at lower‐SES schools, which is financially feasible and less time‐consuming than programs to increase PA.ConclusionDecreased SB time was associated with better AA. More research is needed to determine whether interventions to decrease time spent in SB at school improve academic outcomes in disadvantaged children.

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

Cited by 13 publications

References 64 publications

Within-Classroom Play: Cultivating Autonomy, Competence, and Relatedness During the Transition to Kindergarten

Within-Classroom Play: Cultivating Autonomy, Competence, and Relatedness During the Transition to Kindergarten

The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children

Sitting Less for Success: Reducing Sedentary Behaviors to Increase Kindergarten Achievement

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