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\nKathleen Roskos and James Christie  \nA growing body of research has focused on the role of play in young children’s literacy development and early-literacy learning. In reviewing this research, the authors define the play-literacy nexus as that space where play, language, and emerging literacy behaviors converge and interact. They describe findings about the play-literacy nexus (which they call knowledge of the nexus) and what these findings mean for children, their parents, and their teachers in literacy development and early-literacy learning (which they dub knowledge in the nexus). They define play and literacy in terms of this current knowledge; they review the major theoretical frameworks that give rise to play-literacy hypotheses and relationships; and they discuss topics that connect play and literacy, including literacyenriched play environments, play’s role in narrative development, and how play supports cognitive-linguistic abilities and skills that help children learn to read. They argue that knowledge of the play-literacy nexus, i.e. research, should determine the nature of the knowledge used in the play-literacy nexus within the larger context of early-childhood education, and they illustrate their argument with several evidence-based techniques for classroom practice, including literacy-enriched play environment design, topic-and theme-related dramatic play, and play planning. Keywords: early-childhood education; early literacy; literacy-enriched play environments; play-literacy nexus; play planning; theme-related dramatic play  \nBrian Sutton-Smith (1995), the eminent play theorist, has called play a“medium for propaganda for one propaedeutic sort or another”(283), implying that “children learn something useful from their play”(279) . Although earlychildhood theorists (Piaget 1962; Vygotsky 1976) and researchers (Pellegrini 2011; Smith 2010) have not established scientifically that children learn useful things from play, proving such has become the scholarly quest of many. Much of their education-oriented scholarship has examined how play provides opportunities for children to become literate and learn about mathematics, science, and the world in general.  \n204  \nAmerican Journal of Play, volume 4, number 2. © The Strong.  \nContact Kathleen Roskos [at Roskos@jcu.edu](at Roskos@jcu.edu)  \nIndeed, the majority of this research has focused specifically on the role of play in young children’s literacy development and early-literacy learning. The key question for such studies asks: Does early-childhood play under certain conditions contribute something useful to the process of learning to read? Researchers have pursued the answer for some time now, and in this article we describe what they have discovered about the play-literacy nexus (which we call knowledge of the nexus) and its meaning for children, their parents, and their teachers (which we call knowledge in the nexus) .  \nComing to Terms  \nThe concepts of play and early literacy have proved difficult to define. Consider play—the broader of the two. Although an object of study for over a century (Bateson 2011; Gordon 2009), play—what it is and what it is not—continues to vex scholars, researchers, and teachers. Recently, Burghardt (2011) made progress in this regard, identifying a set of five criteria that characterizes play behavior across species and contexts (see figure 1.) Burghardt has stipulated that a “oneelement rule”be applied to these criteria: “NO single criterion, even if satisfied, is alone sufficient to label a behavior as play; ALL FIVE must be met in at least one respect”(13) .  \nAdapted from Burghardt 2011, 13–16.  \nConsidering these criteria, when kindergarteners, for example,“play school,”we would define the activity as play because it is voluntary, loosely structured, repetitive, relaxed, and not fully functional. Thus, this in-school play meets the criteria for ","cbCaigMsmTpbans4","https://ap.wps.com/l/cbCaigMsmTpbans4","pdf",549221,21,"English","# The Play-Literacy Nexus and Classroom Evidence-Based Practice\n## Knowledge of the Nexus and Knowledge in the Nexus\n## Coming to Terms: Defining Play and Early Literacy\n### One-Element Rule and Five Criteria for Play\n### School-Based Definition of Early Literacy\n## Research Questions About Learning to Read","[{\"question\":\"What does the article mean by the play-literacy nexus?\",\"answer\":\"It defines the play-literacy nexus as the space where play, language, and emerging literacy behaviors converge and interact.\"},{\"question\":\"Why does the article discuss how to define “play” and “early literacy”?\",\"answer\":\"It argues both concepts are difficult to define, so clearer criteria are needed to study whether and how children learn through play and early literacy activities.\"},{\"question\":\"How do the authors connect evidence-based research to classroom practice?\",\"answer\":\"They argue that research should determine the knowledge used in the classroom, illustrated through evidence-based techniques such as designing literacy-enriched play environments and planning theme-related dramatic play.\"}]","The Play-Literacy Nexus and the Importance of Evidence-Based Techniques in the Classroom | PDF",1792074565,53]