Research on Play and Literacy : A Critical Review

The idea that a seemingly frivolous activity such as play can promote children's literacy development is very intriguing and has prompted a large amount of research activity over the past several decades. In order to assess the status of this line of inquiry and provide guidance for future research, we undertook a critical analysis of 20 recent investigations of the playliteracy interface. We first attempted to understand the "story" that each study told -how the problem was framed, the solution path, the claims that were made, and the evidence that supported these claims. Then we engaged in critical analysis of the studies, challenging both what was said (i.e., the claims) and what was not said and not addressed. We agreed with the major claims of 12 of the 20 studies, judging the research to be sound and complete. These studies supplied strong evidence that play can serve literacy by: (a) providing settings that promote literacy activity, skills, and strategies; (b) serving as a language experience that can build connections between oral and written modes of expression; and (c) providing opportunities to teach and learn literacy. However, our critical analysis of these studies also revealed a number of limitations and unresolved issues, including concerns about definitions, theories, methodology, lack of progress in establishing causal connections with development, and dominance of the "play as progress" rhetoric. Examining the Play-Literacy Interface: A Critical Review and Future Directions “Read not to contradict and confute, nor to believe and take for granted, nor to find talk and discourse, but to weigh and consider.” Sir Francis Bacon That play and literacy share common boundaries in the developing mind of the young child is, to use a phrase of Kagan’s, “a pleasing idea” (cited in Whitehurst & Lonighan, 1998). The possibility that, by engaging in joyful play, children also build meanings and develop skills closely associated with reading and writing is intuitively appealing to researchers and educators alike. The idea is not new, framed theoretically by Piaget (1962) and Vygotsky (1978), and researched as early as 1974 by Wolfgang. What is new, however, is an emergent literacy perspective, which brings this pleasing idea more squarely into view. In sharp contrast to the readiness position, an emergent perspective stretches the process of literacy development to include budding literacy-like behaviors (e.g., pretend reading) as legitimate and contributory, and treats social contexts (e.g., bedtime reading) as important venues for exposing children to literacy knowledge and practices. Through this lens, children’s early ‘hands on’ experiences with