Persistent Link:
http://hdl.handle.net/10150/187300
Title:
Teacher facilitation of play and emergent literacy in preschool.
Author:
Owocki, Gretchen Marie.
Issue Date:
1995
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This multiple-case study describes the literacy events that occurred during play in three holistic preschool classrooms over a four-month period. The data includes field notes from observations and from discourse with participants, audiotape transcriptions, interviews, and writing samples. Analytic induction was used for the analysis. Within play, literacy was used as: a support for play themes, a frame for play themes, and as an extraneous aspect of play. Literacy events involved transactions with print, as well as social transactions. Social transactions within literacy events were analyzed for whether they involved: self-construction of meaning, joint construction of meaning, direct instruction, or challenge. The data show that in print-rich environments, where reading and writing materials are accessible, and where literacy is an expected way of life, teachers can meaningfully facilitate literacy development. The teachers capitalized on the many teachable moments that arose during play by carefully observing children and making relevant literacy-related contributions. The children explored and developed their own understandings about literacy, and at the same time, nurtured literacy development in their peers; literacy development was both personal and social. By themselves, and with support from peers and teachers, the children explored the functions and features of written language, they tested their hypotheses about written language, and they developed strategies used by successful readers and writers. Play was found to be a meaningful and effective medium for facilitating literacy development.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Play.; Education, Preschool.; Early childhood education.; Learning.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading, and Culture; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Goodman, Yetta M.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTeacher facilitation of play and emergent literacy in preschool.en_US
dc.creatorOwocki, Gretchen Marie.en_US
dc.contributor.authorOwocki, Gretchen Marie.en_US
dc.date.issued1995en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis multiple-case study describes the literacy events that occurred during play in three holistic preschool classrooms over a four-month period. The data includes field notes from observations and from discourse with participants, audiotape transcriptions, interviews, and writing samples. Analytic induction was used for the analysis. Within play, literacy was used as: a support for play themes, a frame for play themes, and as an extraneous aspect of play. Literacy events involved transactions with print, as well as social transactions. Social transactions within literacy events were analyzed for whether they involved: self-construction of meaning, joint construction of meaning, direct instruction, or challenge. The data show that in print-rich environments, where reading and writing materials are accessible, and where literacy is an expected way of life, teachers can meaningfully facilitate literacy development. The teachers capitalized on the many teachable moments that arose during play by carefully observing children and making relevant literacy-related contributions. The children explored and developed their own understandings about literacy, and at the same time, nurtured literacy development in their peers; literacy development was both personal and social. By themselves, and with support from peers and teachers, the children explored the functions and features of written language, they tested their hypotheses about written language, and they developed strategies used by successful readers and writers. Play was found to be a meaningful and effective medium for facilitating literacy development.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectPlay.en_US
dc.subjectEducation, Preschool.en_US
dc.subjectEarly childhood education.en_US
dc.subjectLearning.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading, and Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairGoodman, Yetta M.en_US
dc.contributor.committeememberRuiz, Richarden_US
dc.contributor.committeememberDinham, Sarahen_US
dc.identifier.proquest9620362en_US
dc.identifier.oclc706733393en_US
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