The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards
Date of Final Oral Examination (Defense)
Type of Culminating Activity
Doctor of Education in Curriculum and Instruction
Curriculum, Instruction, and Foundational Studies
Eun Hye Son, Ph.D.
Maggie Chase, Ph.D.
Stan Steiner, Ph.D.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
The implementation of strict academic requirements is replacing play as a previously widely accepted developmentally appropriate practice in kindergarten classrooms around the United States, resulting in an imbalance in cultivating the whole child. Research focused on the importance of play in children’s cognitive, linguistic, physical, moral, creative, emotional and artistic development exists. Couched in Vygotsky’s social development theory and the Reggio Emilia principle this ethnographic case study investigates how kindergarteners demonstrate literacy learning, practice and mastery of Common Core English Language Arts Standards (CC.ELA) through imaginative play in a negotiated environment. Research outcomes suggested that negotiated play appears to provide a recursive teaching practice and mindset whereby children learn, practice and demonstrate understanding of Common Core English Language Arts Standards standards through imaginative play in the official, unofficial and imagined spaces of a classroom, rich with literacy learning opportunities.
Salinas-Casper, Grace, "The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards" (2019). Boise State University Theses and Dissertations. 1634.
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons