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1. How does the introduction of picture book-themed play-spaces influence the types of play in which preschoolers engage in?

2. What kinds of peer discourse are generated in a picture book-themed play-space?

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Documentation

(observations, evaluations, and reflections)
Document the types of play children engaged in after the introduction of the thematic play-space. Document on any noticeable changes in the classroom dynamics and learning engagement.

Audio Recordings

Capture conversations and interactions between children in the play-space to analyse the nature and quality of their peer discussions.

Children's Work

Children's artwork/construction made in the play space can also be used to analyse their learning, thinking, and what types of play they engaged in.

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The significance of play in early childhood education is well-established, with abundant research demonstrating its crucial role in cognitive, emotional, and social development (Ebbeck & Waniganayake, 2016). Educational frameworks like Montessori and Reggio Emilia have long espoused the concept of the environment as the "third teacher," advocating for the importance of strategically crafted spaces that encourage learning and creativity (Selmi & Mora-Flores, 2015).

Selmi & Mora-Flores (2015) claimed designing play areas around specific themes can significantly increase children's engagement and deepen their comprehension of the learning contents. Similarly, Pyle et al. (2017) also highlighted that themed play areas have a similar effect in boosting engagement and subject-matter understanding. Additionally, Isbell et al. (2001) argued that the inclusion of literary elements in these play spaces not only enhances children's comprehension but also promotes the development of literacy skills.

However, a gap in the literature emerges when considering the incorporation of themes from picture books specifically into play spaces. Little research has been conducted to examine how this particular form of thematic integration influences various kinds of play that preschoolers engage in (e.g. imaginative, constructive, or cooperative). This absence suggests an opportunity for investigations into how picture book-themed play-spaces can affect preschoolers' qualitative aspects of play and learning.

Thus, my PI focuses on finding the intersection between picture book themes and the design of play environments in ECEC settings.

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- Picture book grouptimes
- Picture book themes
- Intentional teaching props
- Design of physical environment

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Ebbeck, M. A., & Waniganayake, M. (Eds.). (2016). Play in early childhood education : learning in diverse contexts (Second edition.). Oxford University Press.

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal, 32(3), 157–163. https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3

Narey, M. (2008). Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education (1. Aufl., Vol. 2). Springer-Verlag. https://doi.org/10.1007/978-0-387-87539-2

Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The Play-Literacy Interface in Full-day Kindergarten Classrooms. Early Childhood Education Journal, 46(1), 117–127. https://doi.org/10.1007/s10643-017-0852-z

Selmi, A. M., Gallagher, R. J., & Mora-Flores, E. R. (2015). DESIGNING HIGH-QUALITY CENTERS FOR LEARNING. In Early Childhood Curriculum for All Learners (p. 169–). SAGE Publications, Incorporated. https://doi.org/10.4135/9781483381640.n7

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Important for EC researchers:

Research Gap: While there're plenty of research on the impact of play and learning environments in ECEC, few studies specifically explore the integration of picture book themes into play-spaces. This topic thus offers a fresh lens through which all professionals in the field of ECE can understand the relationship between literature and children's play.

Importance for Children:

1. Promotes Literacy: The thematic play spaces might serve as an active catalyst for preschoolers to relate with the book’s content, thereby reinforcing early literacy skills.

2. Other Learning Opportunities: The act of play is also foundational for emotional regulation, problem-solving, social interactions, and critical thinking. A well-designed, theme-based play space could also promote these developmental milestones.

Important for ECTs:

1. Practical Application: This research could offer practical suggestions on how to design play spaces to maximise learning opportunities. ECTs could  apply these insights in their workplaces.

2. Getting to know children: observing the nature and quality of peer interactions in these thematic spaces provides insights for ECTs into individual preschooler's socio-emotional, language, and cognitive development.

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Picture Book-Themed Play-Space

A picture book-themed play-space is an area within an EC setting designed to mirror the themes, characters, or settings found in a specific picture book. For instance, if the book is about farm animals, the play-space might include toy animals, barns, and farming tools.

Types of Play

Exploratory Play: Investigating new objects or scenarios without a set goal.

Constructive Play: Building or creating something.

Imaginative Play: Also known as symbolic play, where children use objects, actions, or ideas to represent other objects, actions, or ideas, e.g., using a block as a phone.

Cooperative Play: Play that involves teamwork and interaction with others.

(Ebbeck & Waniganayake, 2016)

I wonder How does the introduction of thematic elements influence the types of play preschoolers engage in? Is there going to be an increase in symbolic play given that the setting is direct tied to a story narrative?

Multimodal Learning

Multimodal learning involves using multiple sensory channels or 'modes' to acquire and process information. In a picture book-themed play-space, children experience multimodal learning through visual (seeing), auditory (hearing), kinaesthetic (moving), and possibly even tactile (touching) channels. For example, reading the book engages the auditory and visual senses, while the play-space allows for kinaesthetic and tactile experiences.

(Narey, 2008)

I wonder How does a picture book-themed play-space cater to various learning styles, and does this lead to improved engagement or comprehension?