Ten Years After: A Reexamination of Symbolic Play and Literacy Research

Pellegrini, Anthony D.; Galda, Lee

doi:10.2307/747887

Cited by 124 publications

(73 citation statements)

References 14 publications

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“…Also, senior kindergarteners are more familiar with each other as they have already spent one kindergarten year interacting with each other. A potential implication for on-computer activities involving junior kindergarteners is to combine children familiar with each other to stimulate peer interaction about computer literacy activity and subsequent symbolic play in off-computer activity (Pellegrini and Galda 1993). The finding that junior and senior kindergartener engagement during oncomputer activities increases over time indicates that junior kindergartener's skills to work within and enjoy PictoPal also grow during PictoPal implementation.…”

Section: Conclusion and Discussionmentioning

confidence: 73%

“…Young children's experiences with literacy are mostly gained in daily activities and their interaction with peers and adults (Cooper 1993), a process whereby children construct meaning. From Piaget's and Vygotsky's views on the role of play in the development of children's literacy, symbolic (or dramatic) play drives the child's symbol-making competence (Pellegrini and Galda 1993). From Piaget's perspective on learning, children practice during play individually and also in interaction with peers.…”

Section: Introductionmentioning

confidence: 99%

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Teachers enacting a technology-rich curriculum for emergent literacy

Cviko

McKenney

Voogt

2011

Education Tech Research Dev

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PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils' engagement and teachers' technology integration within PictoPal. Interviews were used to examine teachers' perceptions. Pupils' emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/ learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergarteners.

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Section: Conclusion and Discussionmentioning

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Teachers enacting a technology-rich curriculum for emergent literacy

Cviko

McKenney

Voogt

2011

Education Tech Research Dev

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“…Such play activities range from relying on familiar objects and scenarios, such as using a banana for a telephone, to fantasy-based roles and contexts, such as acting as a fairy princess in another land. Cognitive effects of symbolic play are far reaching, including enhanced abstract thought (Saltz, Dixon, & Johnson, 1977), symbolic representation (DeLoache, 2002), perspective-taking ( Youngblade & Dunn, 1995), creativity (Russ et al, 1999), memory Newman, 1990), intelligence (Johnson, Ershler, & Lawton, 1982), language (Pellegrini & Galda, 1993), and literacy (e.g., Nicolopoulou et al, 2006). It is also central to the development of self-regulation, in which children learn to manage their own behaviors and emotions (e.g., Berk, Mann, & Ogan, 2006).…”

Section: What Is Play? Theoretical Conceptualizationsmentioning

confidence: 99%

Conceptual split? Parents' and experts' perceptions of play in the 21st century

Fisher

Hirsh‐Pasek

Golinkoff

et al. 2008

Journal of Applied Developmental Psychology

146

126

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“…We next examined each mention of context in each article and recorded the referents using the authors' own words. For example, Pellegrini and Galda's (1993) reexamination of symbolic play and literacy research included the following sentence in their article's implications section:…”

Section: The Comparative Studymentioning

confidence: 99%

Critical Issues: What Counts When Context Counts?: The Uncommon “Common” Language of Literacy Research

Rex

Green

Dixon

et al. 1998

Journal of Literacy Research

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Research into literacy published in journals such as the Journal of Literacy Research spans a range of disciplines and areas of study (e.g., reading, English education, composition). Even individual studies frequently take up interdisciplinary perspectives (e.g., anthropological, sociological, linguistic, educational, textual). The results are journals far ranging in their reach and rich in the knowledge they bring to literacy issues. However, such diversity of theoretical perspectives, research methods, and analytical methodologies also contributes to a confounding effect. In this article, we explore one such effect that occurs when a common term is used with different meanings. Although this may appear on the surface to be a problem easily remedied or even a rather trivial issue, in this article, we show just how consequential this practice can be when the goal is building knowledge from research that can inform practice, policy, and theory. This critical issue can be posed as a set of interrelated questions: Are we all talking about the same thing when we use words like literacy, reading, and even seemingly less resonant ones like context, the one addressed in this commentary? If we are, how do we know? And if we are not, what price are we paying for not considering the issue?

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Ten Years After: A Reexamination of Symbolic Play and Literacy Research

Cited by 124 publications

References 14 publications

Teachers enacting a technology-rich curriculum for emergent literacy

Teachers enacting a technology-rich curriculum for emergent literacy

Conceptual split? Parents' and experts' perceptions of play in the 21st century

Critical Issues: What Counts When Context Counts?: The Uncommon “Common” Language of Literacy Research

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