Play and gender in Ontario kindergarten classrooms: implications for literacy learning

Jessica Prioletta, Angela Pyle
2017 International Journal of Early Years Education  
Always cite the published version, so the author(s) will receive recognition through services that track citation counts, e.g. Scopus. If you need to cite the page number of the author manuscript from TSpace because you cannot access the published version, then cite the TSpace version in addition to the published version using the permanent URI (handle) found on the record page. Abstract Research has highlighted the importance of early literacy development (Lonigan and Shanahan 2008; Teale,
more » ... ga, and Hoffman 2007) . In light of this, there has been a growing concern around boys' underachievement on language and literacy assessments ( Alloway and Gilbert 1997; Gambell and Hunter 1999). Given the recent mandate for play-based learning in Ontario kindergartens (Ontario Ministry of Education 2016), this paper examines children's literacy integration during play from a gender perspective. An analysis of 380 minutes of children's play revealed that girls and boys often played separately across the twelve kindergarten classrooms in this study. Importantly, the centres at which girls and boys played offered different literacy support. Our findings showed that gender played a salient role in children's play choices affecting the types of academic skills children practiced in their play. We conclude by highlighting the importance of gender awareness and sensitivity in policy mandates and teacher practice.
doi:10.1080/09669760.2017.1390446 fatcat:rfkviu36o5gormvyged3ssvs6e