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Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts

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Title: Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts
Language: English
Authors: Peterson, Shelley Stagg, Greenberg, Janice
Source: Texas Journal of Literacy Education. Sum 2017 5(1):10-23.
Availability: Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2017
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Descriptors: Dramatic Play, Literacy, Oral Language, Intervention, Educational Principles, Teacher Role, Action Research, Childrens Writing, Classroom Techniques, Video Technology, Scaffolding (Teaching Technique), Protocol Materials, Protocol Analysis, Teaching Methods, Early Childhood Education, Foreign Countries, Observation
Geographic Terms: Canada
ISSN: 2374-7404
Abstract: A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's language, literacy, and conceptual learning, and to propose additional ways to extend children's learning. The principles are observing what the children are interested in and following the children's lead, building on children's funds of knowledge to keep the conversation going, and posing a problem to invite deeper thinking about the problem and propose possible solutions. We conclude with suggestions for teachers in grades one and five to address social studies and health curriculum objectives from the Texas curriculum, while at the same time supporting and extending children's language.
Abstractor: As Provided
Number of References: 26
Entry Date: 2017
Accession Number: EJ1147677
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts
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  Data: <searchLink fieldCode="AR" term="%22Peterson%2C+Shelley+Stagg%22">Peterson, Shelley Stagg</searchLink><br /><searchLink fieldCode="AR" term="%22Greenberg%2C+Janice%22">Greenberg, Janice</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Texas+Journal+of+Literacy+Education%22"><i>Texas Journal of Literacy Education</i></searchLink>. Sum 2017 5(1):10-23.
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  Label: Availability
  Group: Avail
  Data: Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
– Name: PeerReviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Dramatic+Play%22">Dramatic Play</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Action+Research%22">Action Research</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Writing%22">Childrens Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Protocol+Materials%22">Protocol Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Protocol+Analysis%22">Protocol Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2374-7404
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A speech-language pathologist and former primary teacher who is now a researcher conducting action research with kindergarten teachers in northern rural Canadian classrooms collaborate in an analysis of one teacher's interactions with her students in a dramatic play center. We use three principles to show how the teacher supports children's language, literacy, and conceptual learning, and to propose additional ways to extend children's learning. The principles are observing what the children are interested in and following the children's lead, building on children's funds of knowledge to keep the conversation going, and posing a problem to invite deeper thinking about the problem and propose possible solutions. We conclude with suggestions for teachers in grades one and five to address social studies and health curriculum objectives from the Texas curriculum, while at the same time supporting and extending children's language.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
  Label: Number of References
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  Data: 26
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1147677
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1147677
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 10
    Subjects:
      – SubjectFull: Dramatic Play
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Educational Principles
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Childrens Writing
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Protocol Materials
        Type: general
      – SubjectFull: Protocol Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Teacher Intervention to Support Oral Language and Literacy in Dramatic Play Contexts
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            NameFull: Peterson, Shelley Stagg
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            NameFull: Greenberg, Janice
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              Y: 2017
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            – TitleFull: Texas Journal of Literacy Education
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