Play and Literacy Learning in Grades 1 and 2: An Exploratory Study of Teacher Perspectives

Authors

  • Ronna Mosher University of Calgary
  • Kimberly Lenters University of Calgary
  • Harrison Boss University of Calgary

DOI:

https://doi.org/10.11575/ajer.v69i2.75043

Abstract

Responding to concerns that play is at risk in the early years of education, this article investigates teachers’ current use of play in language and literacy instruction in Grade 1 and 2 Alberta classrooms. It addresses what teachers say they need to make play part of school-based language and literacy education. Survey findings show a recognition of contested views on the role of play in instruction yet a press for play as a meaningful pedagogy in the early elementary grades. The article contributes teachers’ perspectives on play in literacy teaching beyond preschool and kindergarten. It offers recommendations for conceptual, pragmatic, and research-focused supports that would allow teachers to leverage play in the development of children’s literacies.

Keywords: play, literacy, play-based teaching, playful learning, elementary school

En réponse aux préoccupations selon lesquelles le jeu est menacé dans les premières années scolaires, cet article porte sur l'utilisation actuelle du jeu par les enseignants dans l'enseignement de la langue et de la littératie dans les classes de première et deuxième année de l'Alberta. L’article s'intéresse à ce dont les enseignants disent avoir besoin pour intégrer le jeu dans l'enseignement de la langue et de la littératie à l'école. Les résultats de l'enquête montrent que les enseignants reconnaissent que leurs points de vue sur le rôle du jeu dans l'enseignement sont contestés, mais qu'ils insistent pour que le jeu soit une pédagogie significative dans les premières années de l'enseignement au primaire. L'article présente le point de vue des enseignants sur le jeu dans l'enseignement de la littératie au-delà de la prématernelle et de la maternelle. Il propose des recommandations pour un soutien conceptuel, pragmatique et axé sur la recherche qui permettrait aux enseignants de tirer parti du jeu dans le développement de la littératie chez les enfants.

Mots clés : jeu, littératie, enseignement basé sur le jeu, apprentissage ludique, école primaire

Author Biographies

Ronna Mosher, University of Calgary

Ronna Mosher is Assistant Professor in Curriculum and Learning in the Werklund School of Education, University of Calgary. Her research interests include curriculum studies and literacy education with a focus on classroom and community practice.

Kimberly Lenters, University of Calgary

Kim Lenters is Associate Professor and Canada Research Chair (Tier 2) in Language and Literacy Education at the University of Calgary where her research focuses on the social and material worlds of children’s literacy development.

Harrison Boss, University of Calgary

Harrison Boss is currently a PhD Candidate in Industrial-Organizational Psychology at the University of Calgary. His research centers on the influence of intergroup relations on human behaviour. Recent projects include the exploration of perceived norms on Canadians’ contact behaviours with newcomers, identifying and combatting prejudice and discrimination in organizational contexts, and the development and validation of a psychometric tool to used assess patient-reported compassion in healthcare contexts.

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Published

2023-06-27

How to Cite

Mosher, R., Lenters, K., & Boss, H. (2023). Play and Literacy Learning in Grades 1 and 2: An Exploratory Study of Teacher Perspectives. Alberta Journal of Educational Research, 69(2), 207–232. https://doi.org/10.11575/ajer.v69i2.75043

Issue

Vol. 69 No. 2 (2023): Summer

Section

ARTICLES

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