“Let Them Play”: Embodied Literacy Learning Through Play in the Early Years Classroom

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dc.contributor.advisorLenters, Kimberly
dc.contributor.authorHanzel, Stacey
dc.contributor.committeememberMosher, Ronna
dc.contributor.committeememberMcDermott, Mairi
dc.date2024-05
dc.date.accessioned2024-04-30T17:01:34Z
dc.date.available2024-04-30T17:01:34Z
dc.date.issued2024-04-22
dc.description.abstractLiteracy programs and curricula define literacy primarily through cognition, and this privileges an assumption that all learning is situated in the brain, separate from the body. Early-years classrooms are being filled with literacy programs designed with this definition in mind, and as a result, play is diminishing from these classrooms. Posthumanist theoretical perspectives identify the role of the body in learning, identifying play as an example of embodied learning. This study considers the role of the mind and body in embodied literacy-learning through play. The literature review considers posthumanist theories and literacy while also identifying research surrounding playful literacy learning in the 21st century. The context of this study is a Grade 1 classroom in an urban centre that borders a large city in Western Canada. The observations occurred over four months during the daily 45-minute free playtime. The data collection consisted of unstructured interviews, images, videos, and observational notes. Rhizoanalysis was used to identify the emergent nature of embodied literacy practices through play by mapping entities of humans, materials, and language in the play assemblages. Additionally, writing was used as a method of analysis through the creation of data stories, which are shared in the findings chapters. This case study research thinks with posthumanist concepts as the Grade 1 play stories were explored. In identifying embodied literacy practices through play, the findings of this study challenge traditional notions of play and literacy-supporting play as a generative means for literacy learning in the early years classroom.
dc.identifier.citationHanzel, S. (2024). “Let Them Play”: embodied literacy learning through play in the early years classroom (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.urihttps://hdl.handle.net/1880/118502
dc.identifier.urihttps://doi.org/10.11575/PRISM/43344
dc.language.isoen
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgary
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectembodied literacy
dc.subjectliteracy
dc.subjectplay
dc.subjectassemblage
dc.subjectposthumanism
dc.subjectearly years
dc.subjectpostqualitative case study
dc.subjectstoried play
dc.subject.classificationEducation--Language and Literature
dc.title“Let Them Play”: Embodied Literacy Learning Through Play in the Early Years Classroom
dc.typedoctoral thesis
thesis.degree.disciplineEducation Graduate Program – Educational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.thesis.accesssetbystudentI do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.
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