The Influence of Literacy-Enriched Play Settings on Preschoolers' Conceptions of Print.

This study examined the influence of literacy-enriched play centers on preschoolers' conceptions of print. Subjects, 25 boys and 12 girls aged 4 and 5 years from 2 urban preschool classes, were systematically observed before and after 5 basic design changes were made in the classrooms. Four distinct play centers (post office, library, office, and kitchen) were created, and the subjects were allowed to play freely in any of the centers. No attempt was made to obtain a matched sample as a control group at this stage of the project. Quantitative and qualitative results indicated that (1) children spontaneously used almost twice as much print for play purposen than prior to the intervention; (2) childrens' scores on a test of print awareness rose considerably; (3) the duration and density of literacy demonstrations increased considerably after intervention; and (4) literacy-related play themes in the enriched play centers appeared more instrumental to the play experience. Findings suggest that literacy-enriched play canters have the potential to influence young children's literacy activities in early childhood settings. (A figure illustrating the design of the play environments and two tables of data are included; 22 references are attached.) (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Susan B. Neuman Temple University 437 Ritter Hall Philadelphia, PA. (215) 787-4982 hafhy koskos John Carroll University Education Department University Heights, Ohio (216) 397-4331 The Influence of Literacy-enriched Play Settings on Preschoolers' Conceptions of Print Running Head: Literacy-enriched Play Settings BEST COPY AVAILABLE 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY < 3 JAAGL "t ivvnavt TO THE EDUCATIONAL RESOURCES /MM. ] r.PNTER (ERIC). " U.S. DEPARTMENT OF EDUCATION Office of Edvcational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) f This document has been reproduced as recrrved horn the person or organization originating if r Minor changes have been made to improve reproduction quality PCHrtia (if VIP* Or Opinions slated in this docu ment do not necessarily represent official The Influence of Literacy-enriched Play Settings on Preschoolers' Conceptions of Print Of the range of activities which may engage young children in literacy, none is perhaps more self-directed than play. As children discover and invent literacy through play, they develop important generalizations about written language as a meaningful activity (Harste, Woodward & Burke, 1984). Indeed, recent research suggests that preschoolers' active involvement with literacy through play is an important developmental stage in becoming literate (Goelman, 1984; Y. Goodman, 1984). In this capacity, play offers enormous potential as a resource for literacy learning in the early years. There has been a tendency, however, to overlook play as a curricular tool in emergent literacy. Although Vygotsky (1978) hypothesized a central role for play in literacy development, the traditional notion that children are not "ready to read or write" before schooling has steered educators away from promoting literacy behaviors in play environments. Only recently, in fact, has play even been seriously considered as a rich contextual setting for observing emerging literacy behaviors (Galda, Pellegrini & Cox, 1989; Jacob, 1984; Pellegrini, 1985; Schrader, 1989; Yawkey, 1982). Overlooking play as a context for written language has had a'; least two unfortunate consequences. With the exception of the book corner, print has not typically flowed through in-school Literacy-enriched play settings 2 play environments as it may in many homes and community settings ('ieichter, 1984). Since it has been documented that children are spending an increasing amount of time in these early childhood settings (Kagan, 1989), fewer opportunities may be available for them to become involved in naturally-occurring literacy routines, such as going to the grocery store, the Post Office, and the