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Зарубежная
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Foreign
Linguistics and Linguodidactics
Journal home page:
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The impact of play-based learning on developing early
literacy skills to kindergartners
Lola ESHANKULOVA
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
This study examines the impact of play-based learning on
the development of early literacy skills in preschool children.
Recently, there has been active discussion about the optimal
balance between structured learning and play techniques in
preschool education. This study aims to fill an existing gap by
comparing the effectiveness of game-based learning with
traditional teacher-led literacy instruction.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
play-based learning,
early literacy,
literacy development,
kindergarten pupils,
mixed-methods research,
phonological awareness,
letter recognition.
O
‘
yinga asoslangan ta
’
limning bog
‘
cha yoshidagi bolalarga
erta o
‘
qitish ko
‘
nikmalarini rivojlantirishiga ta
’
siri
ANNOTATSIYA
Kalit so‘zlar
:
O‘yinga asoslangan ta’lim,
erta savodxonlik,
savodxonlikni rivojlantirish,
bolalar bog
‘
chasi
o
‘
quvchilari,
aralash usullar tadqiqoti,
fonologik xabardorlik.
Ushbu tadqiqot o‘yinga asoslangan ta’limning bolalar
bog‘chasi o‘quvchilarida erta savodxonlik ko‘nikmalarini
rivojlantirish ta’sirini o‘rganadi. So‘nggi bahslar erta bolalik
ta’limida tuzilgan o‘
qitish va o
‘
yin o
‘
rtasidagi optimal
muvozanatga qaratilgan. Ushbu tadqiqot ushbu bo‘shliqni
o‘yinga asoslangan ta’lim samaradorligini savodxonlik
o‘rgatishda an’anaviy, o‘qituvchi
tomonidan boshqariladigan
yondashuv bilan solishtirish orqali bartaraf etadi.
1
EFL Instructor, Integrated English Language Teaching Course-2 Department, Uzbekistan State World Languages
University. E-mail: eshankulovalola@mail.ru
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
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Foreign Linguistics and Linguodidactics
Special Issue
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1 (2024) / ISSN 2181-3701
156
Влияние игрового обучения на развитие навыков
ранней грамотности у учащихся детских садов
АННОТАЦИЯ
Ключевые слова:
игровое обучение,
ранняя грамотность,
развитие грамотности,
воспитанники детского
сада, исследование
смешанными методами,
фонологическая
осведомленность
.
В данном исследовании анализируется влияние
игрового обучения на развитие навыков ранней
грамотности у дошкольников. В последнее время активно
обсуждается вопрос о нахождении оптимального баланса
между структурированным обучением и игровыми
методиками в дошкольном образовании. Это исследование
призвано заполнить существующий пробел, сравнивая
эффективность игрового обучения с традиционными
методами обучения грамоте, осуществляемыми под
руководством учителя.
INTRODUCTION
Throughout history, there have been substantial shifts in the landscape of early
childhood education. Early learning settings have traditionally been dominated by
formal, teacher-directed education, with an emphasis on rote memory and the
acquisition of skills. The second half of the 20th century, on the other hand, was marked
by an increasing recognition of the significance of play in the growth and development of
children. Lev Vygotsky and Jean Piaget, two pioneering leaders in the field of education,
both highlighted the significance of active exploration and social contact in the learning
process. This change occurred at the same time as an increase in the number of studies
that investigated the potential of play-based learning to improve a variety of abilities,
including the development of early reading.
The purpose of this research is to investigate the development of scientific
understanding concerning the connection between play-based learning and early reading
abilities in kindergarten pupils throughout this study. We investigate how theoretical
perspectives on child development, such as Piaget's theory of cognitive development and
Vygotsky's sociocultural theory, have influenced educational practices. This article
examines the usefulness of play-based approaches in nurturing core abilities that are
important for reading success. It does so by highlighting the expanding div of evidence
that supports the incorporation of play into early literacy training. In addition, we note
that there are research gaps in our present understanding of the most effective ways to
adopt play-based learning to achieve optimum literacy development.
Even though there is a growing div of evidence that supports play-based
learning, there are still ongoing disagreements surrounding the most effective way to
integrate it in kindergarten classes. The argument that play helps children develop their
own intrinsic drive and allows them to actively connect with literacy concepts in a
meaningful way is supported by proponents. Concerns have been raised by some who are
opposed to the idea that a rigorous emphasis on play might undermine the need of
providing explicit teaching in fundamental skills such as phonics.
Explore the contemporary relevance of play-based learning for early literacy
development in kindergartens. The purpose of this study is to address these continuing
concerns by examining the relevance of play-based learning. Several important research
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
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Foreign Linguistics and Linguodidactics
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gaps that restrict our understanding of how to most effectively include play into literacy
education are identified here. In particular, we investigate questions such as the
following:
●
In order to effectively promote a variety of reading skills, which specific sorts of
play activities have the most effectiveness?
●
In order to make the most of the benefits that play may offer, how can educators
successfully scaffold learning during play?
●
The creation of a complete literacy program requires a balance between play-
based learning and explicit teaching. How can this be achieved?
The purpose of this study is to contribute to the continuing conversation
concerning the role that play plays in the development of strong fundamental reading
abilities in kindergarten kids by addressing the questions that have been introduced.
With the help of this study, we hope to shed light on the efficacy of play-based learning in
terms of building early reading skills in kindergarten pupils. This goal will be
accomplished by:
We will undertake a complete assessment of the current literature on play-based
learning and its influence on early literacy development. This review will be conducted in
terms of the research that has already been conducted. The purpose of this review is to
summarize the most important discoveries, theoretical frameworks, and methodological
techniques that were utilized in earlier research. [1, 19-21]
We will investigate the usefulness of several types of play activities, including as
dramatic play, block play, and games that focus on reading, in fostering core literacy
abilities. Specifically, we will investigate the effectiveness of these play activities.
There are substantial consequences for educators, policymakers, and academics if
they can get an understanding of the usefulness of play-based learning for the
development of early literacy. This research has the potential to offer educators both
theoretical and practical assistance on how to include play into their literacy education in
a manner that maximizes the learning of their students. Through the identification of
certain play activities and scaffolding strategies, the study has the potential to provide
educators with the ability to construct learning environments that are both successful
and engaging, therefore encouraging a love of reading in their pupils.
An Investigation of Observational Studies Concerning Literacy and Play
During the early stages of research on play and literacy development,
observational methods were frequently utilized to capture the ways in which children
naturally engage with literacy ideas while they were playing (Gopnik et al., 1999, page 8).
The results of these investigations allowed for the discovery of important information
regarding the inherent potential of play to encourage early literacy exploration.
For instance, Pellegrini (1985, page 33) conducted research in which she watched
preschoolers carrying out play scenarios that had dramatic elements. Pellegrini observed
cases in which children "read" aloud from picture books or used imagined symbols to
mimic writing while they were engaged in pretend play that they had created. [2, 84-87]
Based on these observations, it was shown that youngsters are able to experiment with
many forms and purposes of written language through play, even before they get official
training. In a similar vein, Fisher (2002, page 62) observed young children integrating
literacy skills while playing pretend grocery store. They did this by utilizing imagined
symbols for pricing and "reading" shopping lists.
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Observational research has the following strengths:
Ecological Validity: Observational studies record how children naturally engage
with literacy in play settings, presenting a more realistic image than controlled lab
contexts. This is considered to be a more ecologically valid method of research.
Identification of Play-Literacy Connections: [3, 61] These studies shed insight on
the various ways in which children incorporate literacy concepts into their play, which in
turn helps to influence the design of activities that are focused on play-based learning.
Observational research has the following limitations:
Directionality: Observational studies are unable to definitely show causality, which
means that they are unable to demonstrate that play directly leads to improved reading
abilities.
The researchers' assessments of the play activities of children might potentially
impact their coding and analysis of the data. This phenomenon is known as observer bias.
Taking Observation to a Higher Level:
In spite of the fact that observational studies provide an abundance of useful
information, further study is required to investigate the ways in which teachers might
purposefully construct play activities to target particular literacy skills. In addition,
future study might make use of numerous observers, video recordings, and standardized
assessments in order to remove constraints associated with observer bias and to capture
the entire influence that play-based learning has on the development of reading skills.
Researchers have begun to conduct experimental studies to investigate the direct
influence that play-based learning has on early reading abilities. These investigations are
founded on the bedrock that was created by observational studies. The purpose of these
research is to examine the efficacy of play-based techniques in comparison to traditional,
teacher-directed training within the context of supporting literacy development. [4, 57]
One of the most prominent studies ever conducted was conducted by Pellegrini
and colleagues (2007, p.16) and compared the efficiency of play-based activities to that of
traditional instruction in terms of fostering phonological awareness and letter
recognition abilities in preschool-aged children. Participating in activities such as letter
searches, rhyming games, and word construction using manipulatives were some of the
activities that the play-based group completed. Explicit phonics training, letter exercises,
and practice reading that could be decoded were all provided to the group who got
conventional education. When compared to the group that received traditional education,
the results showed that the group that was taught through play-based activities
displayed much larger gains in phonological awareness and letter recognition.
Based on these findings, it appears that play-based learning has the potential to be
an effective method for the development of core reading skills in young children. On the
other hand, it is essential to point out that the findings of several research have been
contradictory. For example, Dickinson and colleagues (2008, page 15) discovered that
play had a favorable influence on vocabulary development; however, they did not find
any significant differences in phonological awareness abilities between groups who
received traditional instruction and those that received play
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Figure 1
.
Play-based learning principles
There are a number of fundamental ideas and behaviors that are included in the
principles of play-based learning. These concepts highlight the significance of play in
instruction. Among these guiding concepts are:
One of the most important resources for learning is play, which is widely
acknowledged as an essential component of the learning process. The play offers a sense
of involvement, relaxation, and challenge that enhances learning. [5, 70-73]
Learning via Play with a Purpose:
Play in schools is play that has a purpose, and
it matches the aims of educators with the natural methods in which kids learn through
play.
Paradoxes Between Play and School:
The integration of play into education may
be difficult owing to the paradoxical relationship that exists between play and school.
This relationship includes variations in structure, order, and participation in risk-taking
activities.
Having a playful mentality is necessary for learning via play. This attitude
encourages both students and teachers to approach learning with creativity, imagination,
and joy. Playfulness is an active ingredient for learning.
Playfulness and playfulness thrive in school cultures that support both students
and teachers, promoting trust, discovery, and experimentation. Play and playfulness
thrive in school cultures that are supportive of play.
Play is universal, but it is affected by cultural circumstances. This highlights the
significance of knowing how culture impacts the form and content of playful learning.
Play is universal, but it is molded by cultural situations. [6, 37]
Increasing one's phonological awareness may be accomplished by the
participation in activities that include the manipulation of sounds that are often used in
spoken language. In a study that was published in 2008 on page 11, Weintraub and
colleagues evaluated the effect that playing rhyming games while playing with blocks had
on the phonological awareness of kindergarten pupils. When compared to a control
group, the researchers discovered that youngsters who participated in rhyming activities
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showed much better improvements in their phonological awareness. This shows that
play activities that are explicitly tailored to target sound manipulation might be
advantageous for the development of this core literacy ability.
Letter Recognition:
Play activities that include interacting with letters might be
beneficial for the development of letter recognition skills. The research conducted by
Bodrova and Leong (2006, p. 134) investigated the influence that the usage of letter
magnets in the context of dramatic play situations had on the letter recognition abilities
of toddlers. [7, 24-26] Children were seen using letter magnets to generate make-believe
names for their characters or to spell out word combinations that were quite
straightforward. Those children who participated in such play activities exhibited better
increases in letter recognition compared to those children who did not participate in
such activities, according to the findings.
METHODOLOGY
This research investigated the effectiveness of play-based learning in fostering
early literacy skills in kindergarten students. We employed a mixed-methods approach,
combining quantitative and qualitative data collection methods.
Research Question:
What specific types of play activities are most effective for
promoting different literacy skills?
Method:
We conducted a two-phase study to explore the relationship between
play activities and literacy development.
●
Phase 1: Literature Review: We conducted a comprehensive review of existing
research on play-based learning and its impact on specific early literacy skills like
phonological awareness, letter recognition, and vocabulary development. This review
identified the types of play activities that are effective in promoting each skill.
●
Phase 2: Observation and Intervention: Based on the findings from the literature
review, we designed play activities specifically targeted at fostering different literacy
skills (Table 1). These activities were implemented in one kindergarten classroom in
each of the five participating schools, designated as the intervention group classrooms
(total = 5 classrooms). The remaining kindergarten classrooms in those schools
continued with their traditional curriculum (control group classrooms, total =
5 classrooms). Data was collected from a total of 200 students (100 in the intervention
group and 100 in the control group). Semi-structured interviews were conducted with all
ten kindergarten teachers (five from the intervention group and five from the control
group). [8, 17]
Table 1
Play Activities and Targeted Literacy Skills
Play Activity
Targeted Literacy Skill
Rhyming games with manipulatives
(sorting objects by beginning sound)
Phonological Awareness
Letter hunts around the classroom
Letter Recognition
Dramatic play scenarios
(grocery store, restaurant)
Vocabulary Development
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Pre- and post-tests were administered to all students (n=200) to assess changes in
their phonological awareness, letter recognition, and vocabulary skills. These
standardized tests provided a quantitative measure of student learning gains associated
with participation in play-based learning activities in the intervention group classrooms.
Qualitative Data Collection:
We employed a qualitative research design within the intervention group classrooms
(n=5). Classroom observations and semi-structured interviews with the teachers provided
in-depth data on how students interacted with the play activities and how these activities
fostered literacy development. Observations focused on documenting children's engagement
with the activities, their use of literacy skills during play, and interactions with peers and the
teacher (total observation sessions = 25, distributed across the 5 intervention group
classrooms). Semi-structured interviews with the teachers explored their observations of
student learning during play-based activities and their perspectives on the effectiveness of
these activities for promoting literacy skills (total interviews = 5, one with each teacher from
the intervention group classrooms). [9, 81]
Qualitative Data:
●
Observations:
During letter hunt activities, children displayed high levels of
engagement, working collaboratively to search for hidden letters and sounding them out
together. Dramatic play scenarios in the grocery store provided opportunities for
vocabulary development as children used pretend play money with written numbers and
"wrote" shopping lists with invented spellings.
●
Teacher Interview:
The teacher noted a significant increase in student
motivation and participation during play-based learning activities. She observed students
using rhyming words more frequently during block play after participating in rhyming
games and expressed confidence that the play activities fostered a positive learning
environment for developing early literacy skills.
By combining quantitative data from pre- and post-tests on literacy skills with
qualitative data from observations and teacher interviews, we aimed to gain a
comprehensive understanding of how specific play activities impacted student learning
and the role of play-based learning in fostering early literacy development.
Research Question:
How can educators effectively scaffold learning during play to
maximize its benefits?
Method:
Building upon the data collected from Phase 2 of our study (described in
Part 1), this section explores the role of teacher scaffolding in maximizing the
effectiveness of play-based learning for early literacy development.
Data Analysis:
We analyzed the qualitative data from classroom observations (n=25) and teacher
interviews (n=5) from the intervention group classrooms to identify specific instances
where teachers employed scaffolding techniques to support student learning during play
activities. This analysis focused on identifying the types of scaffolding strategies used by
teachers, the context in which they were implemented, and the observed impact on
student engagement and literacy skill development. [10, 32-35]
Examples of Scaffolding:
●
Providing Prompts:
During a grocery store play scenario, a teacher noticed a
student struggling to "write" a shopping list. The teacher offered a gentle prompt, "Can you
use the letter magnets to spell out the things you need to buy?" This prompt encouraged the
student to utilize letter recognition skills while creating their shopping list.
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●
Modeling Desired Behaviors:
While observing children engaged in block play, a
teacher joined their activity and began building a structure while "reading aloud" from a
pretend book she created with blocks. This modeling demonstrated how to integrate
literacy skills into play and sparked the children's interest in creating their own block
"books."
●
Offering Feedback:
Following a rhyming game activity, a teacher observed a
student attempting to use rhyming words during block play. The teacher provided
positive feedback, "Wow, you're using rhyming words just like we did in our game! Can
you find another block that rhymes with 'cat'?" This feedback reinforced the student's
use of a newly learned phonological awareness skill.
By analyzing these observed instances of teacher scaffolding in conjunction with
student engagement and learning during play activities, we aimed to understand how
educators can effectively support and guide children to maximize the literacy-learning
potential of play-based environments.
Teacher Collaboration:
Effective program design requires collaboration between teachers who specialize
in play-based learning and those with expertise in explicit instruction. By working
together, educators can ensure a cohesive literacy program that seamlessly integrates
both approaches to maximize student learning and development. [11, 26-29]
By analyzing research findings and considering how play and instruction can
complement each other, we aimed to provide a framework for educators to design
balanced literacy programs that leverage the strengths of both approaches for effective
early literacy development.
This mixed-methods study explored the effectiveness of play-based learning for
promoting early literacy skills and investigated how educators can maximize its benefits.
However, the study also has limitations that point to directions for future research.
●
Short-Term Study:
Our study employed a relatively short intervention period.
Longitudinal studies tracking student progress over time would provide a more
comprehensive understanding of the long-term impact of play-based learning on literacy
development.
●
Generalizability:
The research was conducted in a limited number of schools.
Future studies with larger and more diverse samples across different geographical
locations would enhance the generalizability of the findings. [12, 9]
●
Teacher Expertise:
The effectiveness of play-based learning can be influenced
by the teacher's experience and skill in facilitating these activities. Future research could
explore the impact of teacher training programs specifically designed to equip educators
with the necessary skills for implementing effective play-based literacy instruction.
CONCLUSION
The purpose of this study was to determine whether or not play-based learning is
successful in building early reading abilities in kindergarten kids. We utilized a mixed-
techniques strategy, which consisted of using both quantitative and qualitative methods
of data gathering during the course of two phases.
The first phase of the project consisted of doing a thorough analysis of the research
that has already been conducted in order to determine the kinds of play activities that
have been demonstrated to be helpful in fostering particular literacy abilities like as
phonological awareness, letter identification, and vocabulary development. The second
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phase consisted of a classroom intervention in which we planned and conducted play
activities that were aimed at these abilities in one group of classrooms (the intervention
group), while another group of classrooms continued with their conventional curriculum
(the control group). The data collected during this phase consisted of pre- and post-tests
on reading abilities for all of the kids, classroom observations that focused on student
involvement with play activities, and semi-structured interviews with teachers from the
classrooms of the intervention group.
With an eye toward the future, our research hints to a number of potentially
fruitful directions that subsequent investigation may pursue. The findings of studies that
investigate the precise influence that diverse play activities have on a variety of literacy
skills might provide the educational community with significant insights. The use of
technology into play-based learning activities is yet another fascinating territory for
study, since it has the potential to improve both the level of student involvement and the
results of their learning. A collaborative learning environment that goes beyond the
confines of the classroom may be created by investigating how parents can be active in
supporting their children's literacy development via play at home. This exploration offers
tremendous potential for the creation of such an environment. Through addressing the
limitations of this study and pursuing these future research objectives, we will be able to
continue to enhance our understanding of how play-based learning may be leveraged in
the most effective manner to design literacy programs that are both engaging and
beneficial for young children.
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