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: 2019
Pages: 19
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch004

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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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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