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ERIC Number: EJ1441562
Record Type: Journal
Publication Date: 2024-Nov
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Engaging Kindergarten Writers through Play Experiences
Andrea Sanchez
Reading Teacher, v78 n3 p202-206 2024
While research consistently demonstrates that young children learn best through play and social interactions, this developmental insight is not often reflected in current classroom curricula. Through action research, I examined how a play-based kindergarten environment could impact student writing and writing engagement. This article specifically focuses on two students from the class, Matthew and Liam. Using observations, semi-structured interviews, and student artifacts evaluated using a developmental writing rubric, findings indicate that the play-based approach led to increased interest and engagement in writing activities, as well as improvements in writing skills. These results suggest that integrating play into the early childhood curriculum can create authentic writing experiences, fostering development and enthusiasm in young writers.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A