Collaborative literacy activity in print-enriched play centers

Exploring the "zone" in same-age and multi-age groupings

James F. Christie, Sandra J Stone

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

This study describes the collaborative literacy activity that occurred in one teacher's sociodramatic play center in two situations: when she taught a multi-age (K-2) class and a year later when she taught a same-age kindergarten. In each situation, 15 hours of free play were videotaped and a detailed transcript was made of the action and dialogue that occurred. We analyzed the data to compare the collaborative literacy interactions that occurred in the play center under the two grouping arrangements and to test the assumption that collaborative learning always flows from "experts" to "novices," a basic tenet of the zone of proximal development. Our findings showed that the children in the multi-age group engaged in a larger amount and a broader range of collaborative literacy activities than did the children in the same-age kindergarten. We also found the collaborative interactions that occurred in the play center were more complex than the zone of proximal development would lead one to believe. Many collaborative interactions in both groups were multi-directional in nature, with the "expert" and "novice" roles not firmly set.

Original languageEnglish (US)
Pages (from-to)109-131
Number of pages23
JournalJournal of Literacy Research
Volume31
Issue number2
StatePublished - Jun 1999

Fingerprint

grouping
literacy
kindergarten
interaction
expert
age group
dialogue
teacher
learning
Literacy
Grouping
Group
Interaction
Kindergarten
Teaching
Novice
Zone of Proximal Development

ASJC Scopus subject areas

  • Education
  • Linguistics and Language
  • Language and Linguistics

Cite this

Collaborative literacy activity in print-enriched play centers : Exploring the "zone" in same-age and multi-age groupings. / Christie, James F.; Stone, Sandra J.

In: Journal of Literacy Research, Vol. 31, No. 2, 06.1999, p. 109-131.

Research output: Contribution to journalArticle

@article{22964c94ae0d42108498a4e4e89c660f,
title = "Collaborative literacy activity in print-enriched play centers: Exploring the {"}zone{"} in same-age and multi-age groupings",
abstract = "This study describes the collaborative literacy activity that occurred in one teacher's sociodramatic play center in two situations: when she taught a multi-age (K-2) class and a year later when she taught a same-age kindergarten. In each situation, 15 hours of free play were videotaped and a detailed transcript was made of the action and dialogue that occurred. We analyzed the data to compare the collaborative literacy interactions that occurred in the play center under the two grouping arrangements and to test the assumption that collaborative learning always flows from {"}experts{"} to {"}novices,{"} a basic tenet of the zone of proximal development. Our findings showed that the children in the multi-age group engaged in a larger amount and a broader range of collaborative literacy activities than did the children in the same-age kindergarten. We also found the collaborative interactions that occurred in the play center were more complex than the zone of proximal development would lead one to believe. Many collaborative interactions in both groups were multi-directional in nature, with the {"}expert{"} and {"}novice{"} roles not firmly set.",
author = "Christie, {James F.} and Stone, {Sandra J}",
year = "1999",
month = "6",
language = "English (US)",
volume = "31",
pages = "109--131",
journal = "Journal of Literacy Research",
issn = "1086-296X",
publisher = "SAGE Publications Inc.",
number = "2",

}

TY - JOUR

T1 - Collaborative literacy activity in print-enriched play centers

T2 - Exploring the "zone" in same-age and multi-age groupings

AU - Christie, James F.

AU - Stone, Sandra J

PY - 1999/6

Y1 - 1999/6

N2 - This study describes the collaborative literacy activity that occurred in one teacher's sociodramatic play center in two situations: when she taught a multi-age (K-2) class and a year later when she taught a same-age kindergarten. In each situation, 15 hours of free play were videotaped and a detailed transcript was made of the action and dialogue that occurred. We analyzed the data to compare the collaborative literacy interactions that occurred in the play center under the two grouping arrangements and to test the assumption that collaborative learning always flows from "experts" to "novices," a basic tenet of the zone of proximal development. Our findings showed that the children in the multi-age group engaged in a larger amount and a broader range of collaborative literacy activities than did the children in the same-age kindergarten. We also found the collaborative interactions that occurred in the play center were more complex than the zone of proximal development would lead one to believe. Many collaborative interactions in both groups were multi-directional in nature, with the "expert" and "novice" roles not firmly set.

AB - This study describes the collaborative literacy activity that occurred in one teacher's sociodramatic play center in two situations: when she taught a multi-age (K-2) class and a year later when she taught a same-age kindergarten. In each situation, 15 hours of free play were videotaped and a detailed transcript was made of the action and dialogue that occurred. We analyzed the data to compare the collaborative literacy interactions that occurred in the play center under the two grouping arrangements and to test the assumption that collaborative learning always flows from "experts" to "novices," a basic tenet of the zone of proximal development. Our findings showed that the children in the multi-age group engaged in a larger amount and a broader range of collaborative literacy activities than did the children in the same-age kindergarten. We also found the collaborative interactions that occurred in the play center were more complex than the zone of proximal development would lead one to believe. Many collaborative interactions in both groups were multi-directional in nature, with the "expert" and "novice" roles not firmly set.

UR - http://www.scopus.com/inward/record.url?scp=0040371200&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0040371200&partnerID=8YFLogxK

M3 - Article

VL - 31

SP - 109

EP - 131

JO - Journal of Literacy Research

JF - Journal of Literacy Research

SN - 1086-296X

IS - 2

ER -