Citation

Schrader CT. Early Child Res. Q. 1990; 5(1): 79-103.

Copyright

(Copyright © 1990, Elsevier Publishing)

DOI

10.1016/0885-2006(90)90008-O

PMID

unavailable

Abstract

The purpose of the study was to explore the teacher's use of symbolic play as a teaching-learning medium for early literacy development. The study also attempted to answer the following question: In what ways can teachers facilitate early literacy development by functioning as participants within the context of young children's spontaneous symbolic play? Data collection was preceded by in-service training to enable the participating teachers to understand natural literacy development. Videotapings and audiotapings during symbolic play served as the primary means of data collection. These were supported with teacher-recorded observations and children's written language productions. Analysis of the teaching-learning episodes was based on Vygotsky's theory of the zone of proximal development. Each teacher's behaviors were classified as either extending or redirecting. The teachers demonstrated both extending and redirecting interaction styles, but to different degrees. All four teachers used considerably more extending than redirecting interactions. Findings supported Vygotsky's theory and led to important pedagogical implications for early childhood teachers and teacher educators.