Play-Based Literacy & Alphabet Learning

Play-Based Literacy: Embracing Play to Build Alphabet Knowledge

 

Excerpts from The Whole Child Alphabet: How Young Children Actually Develop Literacy by Stacy Benge, M.S. (published by Exchange Press). Learn more about play-based literacy here.

 

Play does not have to connect directly to a literacy-based activity, to support literacy. In fact, a child cannot play without building skills that will support them when it comes to reading and writing. The same holds true for alphabet knowledge. Think of the foundations needed to learn the alphabet: developing an interest in letters, visual perceptual skills for letter recognition, phonological awareness for letter sounds, and physical development for writing the letters. Contrary to some beliefs, these skills emerge as they develop, rather than as they are taught. And that development happens best through child-led play.

 

Alphabet Letter Recognition Begins with Vision

 

Part of alphabet knowledge is recognizing and identifying the distinct appearance of each letter. This ability relies on the eyes seeing a unique shape and the brain processing and interpreting what letter that shape identifies. The mind must be capable of differentiating and knowing the various lines, dots, and forms that comprise each letter. This hinges on every aspect of eyesight and vision. The sense of sight is vital for learning the alphabet.

 

Designing an environment that is developmentally appropriate and giving children the freedom to play is the best way for children to develop their sense of sight - and everything else. While playing, children interact with their environments, utilizing their vision and eye- body coordination. They engage with three-dimensional materials that challenge all areas of visual perception as they pretend, build, and create. Child-led play naturally supports the development of vision.

 

Letter Sounds Begin with Phonological Awareness

 

The cornerstone of reading and spelling is phonological awareness, which is the ability to hear, decipher, and manipulate the sounds of language. This is also separating the meaning of language from the sounds of the words. Although we can facilitate opportunities that promote phonological awareness, it really is a skill that is developed through playing and experiencing true, authentic sounds and voices.

 

The best opportunity for hearing a variety of sounds is during child-led play. Limiting play decreases children’s exposure to authentic sounds in their environments, which adversely affects phonological awareness. Child-guided play provides an enormous number of noises including friends’ voices, and the natural sounds created by toys and materials. If we fill our days with teacher-directed activities, this sound is minimized. Instead, allow for lots of play.

 

Handwriting the Alphabet Begins with Physical Development

 

Handwriting is a complex skill that requires more than placing a pencil in a child’s hand and “teaching” them how to form the letters. Writing requires the entire body. Yes, fine motor skills are important, but the performance of small muscle movements relies heavily on the gross motor muscles being developed and stabilized. Handwriting also depends on eye-body coordination, and the development of the vestibular and proprioceptive systems.

 

These develop best when children have ample opportunity to move about and play; not teacher-directed movements, but child-led movement, and repetition as desired. While playing, children move their bodies in a variety of ways such as rolling, spinning, jumping, running, bending, climbing, and crawling. By providing these experiences, children can develop all aspects of physical development needed for literacy. This is why I say, handwriting begins on the playground! So, instead of using curriculums that “teach” handwriting, take children outside and let them run around, climb, and play as much as possible.

 

In Summary

 

Each component of early literacy is supported as children explore, move, and engage with their surroundings, making play an irreplaceable part of literacy development. When we prioritize child-led play, we give children the freedom to develop these skills in their own time and way. So, let the children play! 

 

Find some products below that support play-based literacy!

 

 

Stacy Benge is an early childhood speaker who approaches learning in the early years with practicality and common sense. In addition to a Master of Science degree in Human Development and Family Studies, Stacy spent 10 years in the early childhood classroom teaching children ages birth to five. Stacy is the author of The Whole Child Alphabet: How Children Actually Develop Literacy published by Exchange Press. She is available for keynote presentations. Located in Texas, she presents virtually, locally, nationally, and internationally.