Commentary: Play, literacy, and theories of instruction

This chapter discusses play and literacy relating to early childhood education (ECE) curriculum, teaching, and professional development. ECE is now at a very interesting and crucial three-way crossroads with its tremendous worldwide growth and expansion and public scrutiny. There is enormous pressure on ECE to be more accountable, standardized, and academic. Roskos and Christie note that research on play and early childhood development has a long history and has generated considerable theoretical and empirical evidence for a positive connection between the two. This research tradition has led to many practical applications for curriculum and instruction in ECE. To improve play and literacy instructional practices, teachers need to develop a balanced appreciation of research and theory on the one hand, and the value of personal experiences and learning from role models and mentors on the other hand. Educational standards and mastering basic skills especially in the area of emergent literacy are new emphases in ECE that influence instructional theorizing about play.