Play and Literacy: Six-year-old Children in Elementary Education

Abstract

The investigation of play and literacy was based on monitoring data of five classes of six-year-old ch ild ren fro m 2006 to 2010, and an analysis of the teaching plan: performance records of children, interviews with parents; oral testimony of children, teacher records and reports from the toy library. The data indicates the relevance of the curriculu m with activity, med iation and use of imaginary p lay and games with the support of signs and artifacts. The research found that mediation is most appropriate when there are t wo teachers for imp lementing activ ities related to the pedagogy of games for literacy.