Defending young children's play as the ladder to literacy
Bibliographic Data
| ID | 4256046 |
|---|---|
| Authors | Charles H Wolfgang (The Ohio State University), Tobie S Sanders, Tobie Sanders (The Ohio State University) |
| Year | 1981 |
| Volume | 20 |
| Issue | 2 |
| Pages | 116-120 |
| Publication date | 1981-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405848109542939 |
| OpenAlex | W1977964007 |
| Language | EN |
| Citations received | 2 |
| References cited | 4 |
is my child going to something-all he does is play all day! This is a common criticism directed toward many early education programs which use play as the central curriculum vehicle. When we investigate further to determine what this learn something really means, we discover parents are talking about basic skills, such as those involved in reading, writing, and arithmetic, or readiness for public school and first grade. The attack against play curriculum has come not only from parents, but also from the educational community where, because of demands for back to basics, the traditional first grade reading or math programs have been moved down into the kindergarten and even early childhood education programs for threeand four-year-old children. Historically, those educators who have committed themselves to play programs and curricula have attempted to defend their position by saying that play is a child's natural or developmental form of learning. Such educators have claimed play programs provide a holistic approach to educating the young child. Providing for play experiences that enable the child to grow physically, socially, cognitively, and especially emotionally, have been underscored. However, critics of early childhood education, who erupted out of the latter '60s from compensatory programs such as Head Start, dismissed this defense of play as having lacked solid theoretical or empirical research support and as being re
Criticism · Curriculum · Developmental psychology · Early childhood · Early childhood education · Head start · Literacy · Mathematics education · Pedagogy · Political science · Reading (process · Child Development and Digital Technology · Early Childhood Education and Development · Education Methods and Practices · Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 1989 - 1990 (2) |
| Highly cited | No |