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Play = LearningHow Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth$
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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

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 17 November 2019

Narrative Play and Emergent Literacy: Storytelling and Story-Acting Meet Journal Writing

Narrative Play and Emergent Literacy: Storytelling and Story-Acting Meet Journal Writing

Chapter:
(p.124) 7 Narrative Play and Emergent Literacy: Storytelling and Story-Acting Meet Journal Writing
Source:
Play = Learning
Author(s):

AGELIKI NICOLOPOULOU

JUDITH MCDOWELL

CAROLYN BROCKMEYER

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195304381.003.0007

Debates about early childhood curricula tend to pit teacher-centered and skill-oriented approaches against child-centered or play-oriented approaches. Increasingly, only lip service is paid to the significance and value of play for young children. Years of developmental research have demonstrated that young children have different interests, cognitive styles, and ways of grasping the world from adults, with important implications for their modes of learning. Thus, we should not be quick to fill up preschool classrooms exclusively with adult-centered skill-based activities that may be foreign to a child's perspective. We need to balance these didactic skill-based activities with more child-centered activities within the preschool curriculum. This chapter shows how teacher-directed and skill-oriented activities themselves can become even more engaging, meaningful, and valuable for children when they are linked to child-centered and play-oriented activities. It advocates a genuine integration between didactic and child-centered approaches in ways that allow them to complement and support each other, focusing on the role of narrative play in emergent literacy and combining storytelling and story-acting with journal writing.

Keywords:   narrative play, preschool curriculum, emergent literacy, storytelling, story-acting, journal writing, child-centered approach, didactic approach

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