Jump to ContentJump to Main Navigation
Play = LearningHow Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth$
Users without a subscription are not able to see the full content.

Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek

Print publication date: 2006

Print ISBN-13: 9780195304381

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195304381.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 25 September 2020

Standards, Science, and the Role of Play in Early Literacy Education

Standards, Science, and the Role of Play in Early Literacy Education

(p.57) 4 Standards, Science, and the Role of Play in Early Literacy Education
Play = Learning



Oxford University Press

Play is being shunted aside in early childhood programs in favor of more direct forms of instruction that address the new “pre-K basics” of language, early literacy, and numeracy skills. Although play was once seen as a key promoter of child development, administrators, policy makers, and some teachers increasingly regard play as a waste of instructional time with no clear benefits for high-priority cognitive outcomes, such as prereading skills. This chapter shows how play can help in achieving excellent early literacy instruction for all children — instruction that encompasses research evidence, strong standards, and play in the early childhood classroom. The role of play in a standards-based context is examined and its potential to assist children to meet more rigorous early literacy expectations is discussed, along with relationships between the “science of play” and the “science of early literacy”, noting the overlap between these two complex areas of preschool development and learning, and making the case for research-based connections between play and core literacy skills.

Keywords:   play, standards, science, early literacy, children, development, learning

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .