Expanding vocabulary and sight word growth through guided play in a pre-primary classroom
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Date
Authors
Strauss, Annaly Magda
Bipath, Keshni
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS
Abstract
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.
Description
Keywords
Guided play, Cognitive development, Literacy, Sight word learning, Explicit teaching
Sustainable Development Goals
Citation
Strauss, A.M. & Bipath, K.,
2020, ‘Expanding vocabulary
and sight word growth
through guided play in a
pre-primary classroom’,
South African Journal of
Childhood Education 10(1),
a738. https://doi.org/10.4102/sajce.v10i1.738.