https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.406

What Matters Most? Toward a Robust and Socially Just Science of Reading

The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading

Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play. The levels of play, awareness, exploration, and problem solving can be utilized by teachers to provide experiences for children, specifically those with language delays, to enhance and refine their social competence skills, while also furthering their language development. It is important for teachers to provide, to the extent possible, an environment that is arranged to allow for multiple opportunities to practice these skills, while also keeping in mind the child’s preferences and interests. Implementation of the suggested strategies can support children with language delays, as well as their peers, in becoming more successful with using their social communication skills to appropriately navigate social situations within the context of play.

https://fsu.digital.flvc.org/islandora/object/fsu%3A209957/datastream/PDF/view

Using Play to Build the Social Competence of Young Children with Language Delays

A growing body of evidence from the science of learning demonstrates the educational effectiveness of active, playful learning. Connections are emerging between this pedagogy and the broad set of skills that it promotes in learners, but potential mechanisms behind these relations remain unexplored. This paper offers a commentary based on the science of learning and interest development literature, suggesting that interest may mediate the relation between active, playful learning and student outcomes. This theory is established by identifying principles of active, playful learning that predict interest development and associations between learner interest and key skills for success in the classroom and beyond. Future research should investigate the dynamic relation between active, playful learning, interest, and student achievement over time and across phases of interest while taking a broader set of student outcomes into account.

Investigating the contributions of active, playful learning to student interest and educational outcomes.

The study aimed to measure the impact that storytelling has on motivation and achievement in teaching kindergarten children's scientific concepts. An experimental design was used to achieve such an aim. It was implemented on a sample of 40 children (KG2 in specific). The children were randomly divided into two groups of 20 (control and experimental). The researcher designed the digital storytellingin the experimental treatment stage after selecting one of the national curriculum's scientific concepts for the pre-study stage. The results revealed a difference in academic achievement between the pre and post-test for the benefit of the experimental group, which indicates the practical effect of using digital storytelling in teaching the scientific concepts of this stage. The motivation scale was also applied to the research sample, which motivated students to learn scientific concepts after using digital storytelling. This indicates the effectiveness of this method to attract children's attention and increase their focus and motivation. Moreover, give meaning to these scientific concepts.

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The impact of digital storytelling on motivation and achievement in teaching scientific concepts for pre-school students

This study explored the effects of literacy-rich sociodramatic guided play on kindergarten student literacy performance and behavior. Kindergarten students of varying socioeconomic status attending two elementary schools in the same school district participated in this repeated measures, counterbalanced design study. Students received the mandated grade-level literacy instruction with a supplemental 15 min block of time designated for play-based literacy integration during which the intervention took place. During this short time, students working in small groups were given materials (miniature items, toys, letter tiles) to practice initial letter sounds and consonant–vowel–consonant rhyming word families using either an assigned activity (control condition) or a student-invented game that practiced the same literacy concepts (experimental activity). Students instructed through the experimental condition scored significantly better on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment with a medium effect size. Additional positive academic results included practice in story-composing, sequencing ideas into a complex cause and effect chain of events; application of new vocabulary; repeated practice of phonics and phonemic awareness skills to new examples; self-regulation of emotions; communication and negotiation with peers; and imagination, fantasy, humor, and creativity. Students evidenced preference for the experimental condition, continuing to repeat their games during recess or free time and to record them in their journals. Examples of student-generated literacy games are provided.

Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play.

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Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play.