Play-Based Literacy Instruction: Interactive Learning in a Kindergarten Classroom

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Author(s): Afra Ahmed Hersi (Loyola University Maryland, USA)and Jessica Bernacki (Baltimore City Public Schools, USA)
Copyright: 2018
Pages: 19
Source title: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
Source Author(s)/Editor(s): Grace Onchwari (University of North Dakota, USA)and Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-3955-1.ch019

Keywords: Information Science Reference / K-12 Education / Literacy and Language Studies / Media & Communications

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Abstract

Too often, young children in kindergarten spend their time on worksheets and paper and pencil tasks, rather than being given developmentally appropriate instruction that incorporates active learning and play. This study explores the relationship between dramatic play and vocabulary development in an urban kindergarten classroom. We report on data from six culturally and linguistically diverse students, who participated in play-based vocabulary instruction. The findings suggest that dramatic play with teacher involvement helped participants' vocabulary gains. The study findings suggest the potential benefit of dramatic play. The authors offer recommendations, and explain challenges and limitations of the study.

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Play-Based Literacy Instruction: Interactive Learning in a Kindergarten Classroom

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