Play and Literacy Learning in Grades 1 and 2: An Exploratory Study of Teacher Perspectives
Bibliographic record
Abstract
Responding to concerns that play is at risk in the early years of education, this article investigates teachers’ current use of play in language and literacy instruction in Grade 1 and 2 Alberta classrooms. It addresses what teachers say they need to make play part of school-based language and literacy education. Survey findings show a recognition of contested views on the role of play in instruction yet a press for play as a meaningful pedagogy in the early elementary grades. The article contributes teachers’ perspectives on play in literacy teaching beyond preschool and kindergarten. It offers recommendations for conceptual, pragmatic, and research-focused supports that would allow teachers to leverage play in the development of children’s literacies. Keywords: play, literacy, play-based teaching, playful learning, elementary school En réponse aux préoccupations selon lesquelles le jeu est menacé dans les premières années scolaires, cet article porte sur l'utilisation actuelle du jeu par les enseignants dans l'enseignement de la langue et de la littératie dans les classes de première et deuxième année de l'Alberta. L’article s'intéresse à ce dont les enseignants disent avoir besoin pour intégrer le jeu dans l'enseignement de la langue et de la littératie à l'école. Les résultats de l'enquête montrent que les enseignants reconnaissent que leurs points de vue sur le rôle du jeu dans l'enseignement sont contestés, mais qu'ils insistent pour que le jeu soit une pédagogie significative dans les premières années de l'enseignement au primaire. L'article présente le point de vue des enseignants sur le jeu dans l'enseignement de la littératie au-delà de la prématernelle et de la maternelle. Il propose des recommandations pour un soutien conceptuel, pragmatique et axé sur la recherche qui permettrait aux enseignants de tirer parti du jeu dans le développement de la littératie chez les enfants. Mots clés : jeu, littératie, enseignement basé sur le jeu, apprentissage ludique, école primaire
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.007 | 0.004 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".