Expanding vocabulary and sight word growth through guided play in a pre-primary classroom

South African Journal of Childhood Education

Field Value
Title Expanding vocabulary and sight word growth through guided play in a pre-primary classroom
Creator Strauss, Annaly M. Bipath, Keshni
Subject Early Childhood Pedagogy; Play, Literacy guided play; cognitive development; literacy; sight word learning; explicit teaching
Description Background: This article is based on a study that aimed at finding out how pre-primary teachers integrate directed play into literacy teaching and learning. Play is a platform through which young children acquire language.Aim: This study uses an action research approach to understand how guided play benefits incidental reading and expands vocabulary growth in a Chinese Grade K classroom.Method: Data collection involved classroom observations, document analysis, informal and focus group discussions.Results: The results revealed the key benefits of play-based learning for sight word or incidental reading and vocabulary development. These are: (1) teacher oral and written language learning, (2) learners’ classroom engagement is promoted, (3) learners were actively engaged in learning of orthographic features of words, (4) learners practised recognising the visual or grapho-phonemic structure of words, (5) teacher paced teaching and (6) teacher assesses miscues and (7) keep record of word recognition skills.Conclusion: In the light of the evidence, it is recommended that the English Second Language (ESL) curriculum for pre-service teachers integrate curricular objectives that promote practising playful learning strategies to prepare teachers for practice.
Publisher AOSIS
Contributor Bethel International School, Zhengzhou, Henan China
Date 2020-10-20
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Action Research
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v10i1.738
Source South African Journal of Childhood Education; Vol 10, No 1 (2020); 9 pages 2223-7682 2223-7674
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://sajce.co.za/index.php/sajce/article/view/738/1567 https://sajce.co.za/index.php/sajce/article/view/738/1566 https://sajce.co.za/index.php/sajce/article/view/738/1568 https://sajce.co.za/index.php/sajce/article/view/738/1565
Coverage — — literacy teachers; 18+ years old, male and female; American
Rights Copyright (c) 2020 Annaly M. Strauss, Keshni Bipath https://creativecommons.org/licenses/by/4.0