The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading

Abstract

Children's experiences in preschool and kindergarten influence their future literacy learning. Although emergent literacy has traditionally been supported by play-based experiences, there has been a decline in play opportunities in recent years. Media publications citing the science of reading have called for more focus on systematic, direct instruction of skills in phonics and phonemic awareness. However, from the perspective of the simple view of reading, the process of learning to read involves developing both decoding and linguistic comprehension skills. In this article, we review the research that has linked play experiences to three areas: (1) the development of language skills necessary for linguistic comprehension, including vocabulary, decontextualized language, and oral narrative competence; (2) opportunities for functional literacy behaviors, including emergent reading and writing behaviors; and (3) skills related to decoding, including print awareness, phonological awareness, word recognition, and reading fluency. The research also has demonstrated the value of adult guidance during play experiences in optimizing literacy learning. This review of the literature linking play and literacy in early childhood expands the scope of the science of reading to include a wider range of skills that support reading development. Children's literacy behaviors in early childhood can predict their successful reading performance in later years (Suggate, Schaugh ency, McAnally, & Reese, 2018). It is imperative, therefore, to examine the science of reading to understand how preschool and kin dergarten practices ensure literacy achievement. Planned time for play has traditionally been considered important for young children. In spite of the research that has shown the benefits of play as it relates to literacy development, the time allotted for play has been reduced and often replaced by teacher directed, skill based lessons (Bassok, Latham, & Rorem, 2016; Miller & Almon, 2009). Emergent literacy methods have been challenged in the media by advocates of more direct instruction of decoding skills (Hanford, 2018;Hood, 2019). They have pointed to the findings of the National Reading Panel (National Institute of Child Health and Human Development, 2000) that included support for the importance of teaching phonics and phonemic awareness in a systematic sequence for young children. However, these critics have ignored other findings of the panel that included the importance of fluency, vocabulary, and comprehension. Since this report, the consensus among researchers has been that a nar row focus on decoding skills discounts the complexity of the science of reading and other important skills (Cabell & Hwang, 2020; Language and Reading Research Consortium, 2015).

Recipes as Invitations to Read, Write, and Play in Preschool

“…Understanding the function of texts is an important component of emergent writing (Owocki, 1999); likewise, understanding the relationship between genre and form is a critical aspect of reading across students' academic trajectories (Hornof, 2008). These examples reinforce our theoretical understanding of how play and early literacy are interrelated and complementary (Rand & Morrow, 2021).…”

Serious Play for Serious Times

“…Without mediation, play can simply reinscribe existing societal disparities through inclusion, exclusion, bullying, or limited access to materials (Wood, 2014). Play research has found teachers want clear guidance for mediating play and integrating literacy effectively (Neaum, 2020;Pyle et al, 2018;Rand & Morrow, 2021). Portier et al (2019) offer helpful K-2 teacher mediation strategies for literacy play curricular activities.…”

“…Over the last two decades, space for unstructured, spontaneous, child‐directed play has been squeezed out of many classrooms. Furthermore, children in affluent, well‐resourced schools are more likely to have access to curricular play periods than children in under‐resourced, highly monitored schools where high‐stakes testing determines the classroom schedule (Rand & Morrow, 2021). Once an unquestioned staple of the early childhood curriculum, play has become an optional, nice‐if‐we‐have‐the‐time activity that is all but extinct in first grade, vanishing in kindergarten, and endangered in preschool (Bassok et al, 2016; Christakis, 2016).…”

“…In a compelling meta‐analysis of reading research, Duke and Cartwright (2021) recognize these decoding domains as crucial to literacy learning but advocate updating and expanding the science of reading to include active learning processes that bridge phonological domains and language comprehension. In an extensive review of early literacy research, Rand and Morrow (2021) propose expanding the narrow focus of phonics‐intensive curriculum by integrating play that fosters children's language and literacy skills. Several recent literacy studies found play‐based learning environments are more effective than direct instruction of targeted skills.…”

Play, Family Involvement, Literacy Interest and Literacy Skills Among Preschoolers from Low-Income Families in Nigeria: Sex as a Moderator

“…Therefore, the critical aspect of learning through play has been seen as a social experience. In essence, when child learned through play, literacy can be achieved through such a literacy, considering that the learning environment could be stronger and more desirable for them to prosper (Rand & Morro, 2021;Moore, 2020;Chopra & Khanna, 2019;Moyles, 2005;Arce (2000) reported that play offer strong chance for children to learn. Also, play enable teachers to better understand the best way to set up and manage a classroom which will make it more conducive and easier for children to play and learn skills (Dewar, 2017).…”