Chapters in this book

1. Frontmatter i
2. Contents v
3. List of Figures vii
4. THE ROLE OF PLACE AND PLAY IN YOUNG CHILDREN’S LANGUAGE AND LITERACY
5. 1 Introduction: Playce-Based Language and Literacy Learning in Early Childhood 1
6. 2 Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten Classrooms 17
7. 3 Seven Directions Early Learning for Indigenous Land Literacy Wisdom 33
8. 4 Sámi Children’s Language Use, Play, and the Outdoors through Teachers’ Lenses 53
9. 5 Young Children Exploring Identities, Languages, and Cultures in a Multicultural Place 67
10. 6 Placing the Child’s Hands on Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space 81
11. 7 Negotiating a Place to Belong in an Aotearoa New Zealand Playgroup 95
12. 8 The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous Children 109
13. 9 If Writing Floats “on a Sea of Talk,” How Best to Harness the Waves and Currents of Place and Play? 127
14. 10 Scaffolding Community Literacy Practices in Kindergarten Classrooms 143
15. 11 Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based Learning 159
16. 12 Enriching Learning with the Richness around Us 177
17. 13 Exploring Urban Place-Based Play as a Stimulus for “Language in Action” and “Language as Reflection” 195
18. 14 The Key Role of the Educator as a Conversational Partner in Play- and Place-Based Learning 211
19. 15 Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous Community 227
20. 16 Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four Continents 243
21. 17 Places and Players: An Afterword 253
22. Contributors 263
23. Index 267