Roles of the Teachers During Literacy-Related Play
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The purpose of this study was to investigate the roles that teachers display in young children’s literacy-related play. Five kindergarten teachers and their classroom children participated in the study. Systematic videotaped observations during the children’s literacy-related play periods were used to collect the data. Saracho’s (1984, 1988a, 1988b) methodological procedure of analysis was used to categorize and describe the roles of the teacher. The results identify, define, and describe the teachers’ roles that they assumed in promoting the children’s literacy development in the context of children’s play. The roles of the teacher support literacy learning in children’s play were identified, defined, and described as constituent, promoter, monitor, storyteller, group discussion leader, and instructional guide in children’s learning.
Abstract
The purpose of this study was to investigate the roles that teachers display in young children’s literacy-related play. Five kindergarten teachers and their classroom children participated in the study. Systematic videotaped observations during the children’s literacy-related play periods were used to collect the data. Saracho’s (1984, 1988a, 1988b) methodological procedure of analysis was used to categorize and describe the roles of the teacher. The results identify, define, and describe the teachers’ roles that they assumed in promoting the children’s literacy development in the context of children’s play. The roles of the teacher support literacy learning in children’s play were identified, defined, and described as constituent, promoter, monitor, storyteller, group discussion leader, and instructional guide in children’s learning.
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