Contexts for literacy development: A study of literacy practices during dramatic play in one Head Start classroom
Abstract
This qualitative study investigated the nature of dramatic play and literacy practices among 17 preschool children from low SES backgrounds in one Head Start classroom. Two research questions addressed the nature of the dramatic play which occurred during the free play period and the contexts for literacy learning it provided. Observation occurred for one hour, four times a week, over the course of six weeks. Analysis included constant comparative methodology, sociosemiotics, and ethnography of communication. The dramatic play scenes and episodes in this study revealed a consistent structure of play within individual play scenes composed of an initiation, development, and conclusion that was evidenced by spoken, written, and gestural communication. These scenes reflected their home, school, and media experiences. The children also defined and practiced literacy during these structured scenes. Additionally, their play had similarities to story writing including development of narrative features, and the reflection and revision of the content of the play during participation in the scenes.
Degree
Ph.D.
Advisors
Elster, Purdue University.
Subject Area
Preschool education|Literacy|Reading instruction
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