A naturalistic investigation of the relationship between literacy development and dramatic play in 5-year-old children

This naturalistic study explored the relationships between literacy development and young children's dramatic play. The purpose of the study was to understand both how literacy is used within dramatic play and why. Data were collected over a 5-month period through participant observation and informal interviews. Children's literacy artifacts were also collected and analyzed. Six different types of data analyses were conducted using the constant comparative method.;In regard to how literacy was used within dramatic play, patterns revealed that literacy was used to both facilitate and organize play. It was an organizer in that children's favorite stories became the basis for many play scripts. It facilitated play in that children used literacy within their play scripts. In regard to why literacy was used, patterns revealed that interactions between teacher/student and student/student influenced choices children made about literacy use both within play and to organize play. Patterns also indicated that the actual physical setting in which children played influenced their uses of literacy. Finally, children's personal interests influenced their uses of literacy.;These patterns suggest that children use literacy within their play and that through this use they learn about the functions of literacy in the everyday world. These patterns also suggest that literacy provides children with shared knowledge which can be used to frame play scripts. This study supports the role of dramatic play in literacy learning in that children are frequently using literacy on their own as well as with teacher direction.