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    The Impact of Play on Emergent Literacy Development

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    Author
    Gazza, Ashley
    Keyword
    Emergent Literacy
    Play
    Home-School
    New York
    Independent Play
    Cooperative Play
    Dramatic Play
    Book Interactions
    Technology
    Date Published
    2016-12-01
    
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    Show full item record
    URI
    http://hdl.handle.net/20.500.12648/4945
    Abstract
    With increased standards in today’s school’s teachers are taking away play time and focusing on more specific literacy instruction. The opportunities to learn through play and exploration is a thing of the past. Although research states play is a natural part of a child’s development (Wong, Wang, & Cheng, 2011) the research focused on what reading and writing activities are embedded in play and how play can help develop emergent literacy in young children. A qualitative study was conducted with a 5-year-old male, at the emergent literacy state of development. The current study observed the research participant playing within his home environment over a span of 6 weeks to determine if play helps advance a child’ emergent literacy development. Results suggest specific types of play a child engages in, and particular literacy learning opportunities through play. Implication and results are discussed.
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    Education and Human Development Master's Theses

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