VIRTUAL MADRID FOCUS ON PEDAGOGY

Abstract

Play promotes joyful learning that fosters self-regulation, language, cognitive skills, and social competencies as well as content knowledge across disciplines. Playful activities enhance units of study and can integrate humor into content areas of instruction. Knowledge of playful early learning is relevant to teachers because it illuminates the role of play in the development of basic language abilities. However, although listening and talking can occur naturally, learning to read is complex. Children need support and guidance for the acquisition of literacy skills. As teachers examine the foundations of early language and literacy learning and develop methods for teaching skills through play, they will value literacy play in their reading program. By using wordplay to engage with young learners, teachers of young children can facilitate creative language experiences, scaffold imaginative elaborations, enhance bonding, and expand vocabulary awareness. Teachers who utilize wordplay methods help students understand the rules of language and literacy, which is a precursor to becoming a literate member of society. Additionally, little ones benefit from the read-aloud sessions, lullabies, silly sounds, and puppet play that contribute to the acquisition of language in their environment. As they grow, they learn to recognize patterns in language, extend their vocabulary, and deepen their appreciation for books. Ultimately, the young child will comprehend that “marks make meaning” and that the spoken language can be represented as written language. In this session on wordplay, the presenters will explore ways to augment language and social development with humor.