The Role of Place and Play in Young Children's Language and Literacy by Shelley

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This book brings notions of play and place as cultural constructions into conversations about language and literacy.

FORMATPaperback CONDITIONBrand New Publisher Description

Dominant assumptions about place tend to be defined in relation to urban communities. To assume a singular construction of urban places misrepresents the experiences, perspectives, and identities of urban children, making their identities become invisible to researchers, educators, and curriculum developers.Sharing a wide range of perspectives, The Role of Place and Play in Young Children's Language and Literacy sheds light on language and literacy learning in play-based early childhood settings where place plays an important role in teaching and learning. Drawing on geographic contexts, including northern rural and Indigenous communities, and giving voice to educational leaders in Indigenous professional learning contexts, as well as speech-language pathologists, this book joins forces with literacy and early childhood education researchers to create an interdisciplinary collage of theory, research, and practice.Bringing play and place together, a concept Shelley Stagg Peterson and Nicola Friedrich call playce-based learning, this book provides new and compelling ways to think about equity and educational opportunity in the language and literacy development of young children, and offers spaces for them to construct their own identities in positive ways.

Author Biography

Shelley Stagg Peterson is a professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto. Nicola Friedrich is a postdoctoral fellow in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto.

Table of Contents

List of Figures 1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood Shelley Stagg Peterson and Nicola Friedrich 2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten ClassroomsKaren Eppley, Shelley Stagg Peterson, and Denise Heppner 3. Seven Directions Early Learning for Indigenous Land Literacy WisdomSharla Mskokii Peltier 4. Sámi Children's Language Use, Play, and the Outdoors Through Teachers' LensKristina Belancic 5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural PlaceMaria Cooper and Helen Hedges 6. Placing the Child's Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space Lori Huston and Stephanie Michano-Drover 7. Negotiating a Place to Belong in an Aotearoa New Zealand PlaygroupMary M. Jacobs 8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous ChildrenJeffrey Wood 9. If Writing Floats "on a Sea of Talk," How Best to Harness the Waves and Currents of Place and Play?Judy M. Parr 10. Scaffolding Community Literacy Practices in Kindergarten ClassroomsNicola Friedrich 11. Children's Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based LearningGisela Wajskop 12. Enriching Learning with the Richness Around UsChristine Portier 13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection"Janet Scull and Kim O'Grady 14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based LearningJanice Greenberg and Sharon Walker 15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous CommunityLaureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen 16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four ContinentsShelley Stagg Peterson 17. Places and Players: An Afterword Michael Corbett Contributors Index

Review

" The Role of Place and Play in Young Children's Language and Literacy is unique in many ways. First, it is about play, something that is finally not being taken for granted in early childhood. Second, it relates play to place and the environment children live in. Third, it is about children from Indigenous cultures and specific marginalized groups in four different continents. This is a book with great richness for all who are interested in young children's development and learning."--Ingrid Pramling Samuelsson, Professor of Early Childhood Education, Gothenburg University"These wonderful accounts of innovative, playful practice remind us that we must nurture children's roots if we want them to develop confident and respectful relationships with the natural world and with people from other places. 'Being there' provides a deeper density of knowing than words can capture but hearing and reading about other people's experiences can introduce us to a wealth of diversity beyond our own home, family, and stories. Tall trees need (and feed) rich roots." --Rod Parker-Rees, Visiting Research Fellow in Early Childhood Studies, Plymouth University"The contributing authors bring a range of new perspectives to play from different cultures and communities around the world. This book is essential for informing the development of future and present teachers and practitioners in early childhood settings, and will be of interest to students and scholars of childhood and play. The authors unsettle and disrupt some entrenched assumptions about play, and offer hopeful activism and critique, based on practical examples and philosophies." --Elizabeth Wood, Professor of Education, University of Sheffield

Long Description

Dominant assumptions about place tend to be defined in relation to urban communities. To assume a singular construction of urban places misrepresents the experiences, perspectives, and identities of urban children, making their identities become invisible to researchers, educators, and curriculum developers. Sharing a wide range of perspectives, The Role of Place and Play in Young Children's Language and Literacy sheds light on language and literacy learning in play-based early childhood settings where place plays an important role in teaching and learning. Drawing on geographic contexts, including northern rural and Indigenous communities, and giving voice to educational leaders in Indigenous professional learning contexts, as well as speech-language pathologists, this book joins forces with literacy and early childhood education researchers to create an interdisciplinary collage of theory, research, and practice. Bringing place and play together, a concept Shelley Stagg Peterson and Nicola Friedrich call playce-based learning , this book provides new and compelling ways to think about equity and educational opportunity in the language and literacy development of young children, and offers spaces for them to construct their own identities in positive ways.

Details ISBN1487529228 ISBN-10 1487529228 ISBN-13 9781487529222 Format Paperback Imprint University of Toronto Press Place of Publication Toronto Country of Publication Canada Year 2022 Illustrations 24 b&w illustrations Pages 282 Author Nicola Friedrich Publication Date 2022-03-31 UK Release Date 2022-03-31 Edited by Nicola Friedrich Publisher University of Toronto Press DEWEY 372.6 Audience Tertiary & Higher Education AU Release Date 2022-04-20 Alternative 9781487529215 We've got this

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