Writing & Drawing Exemplars
It is with great excitement that we present our newest downloadable publication, Writing and Drawing of Children Aged 4-6 Years. In this book, we describe samples of the most frequently-occurring responses to our Drawing, Writing, and Talking Task (DWTT) Protocol for 4-year olds in their first year of kindergarten, for 5-year olds in their first and second years of kindergarten, and for 6-year-olds in grade one. See how children expand their abilities as they practice letters and graphic symbols with teacher, assistant, and parent encouragement.
Creative Collaborative Curriculum Activities
We are very excited to announce the second edition publication of an entire collection of artifacts in the NOW Play Book of Creative Collaborative Curriculum Activities. The activities in this collection were produced by teachers and partners in the NOW Play Project to promote playful learning for kids in kindergarten to grade 2. Check out the dozens of ideas to bring into your classroom or learning centre today!
We are excited to announce the 2017 publication of an entire collection of artifacts in the NOW Play Book of Creative Collaborative Curriculum Activities. The activities in this collection were produced by teachers and partners in the NOW Play Project to promote playful learning for kids in pre-kindergarten to grade 2. Check out the dozens of ideas to bring into your classroom or learning centre today!
Research within the NOW Play Project focuses on supporting young northern rural and Indigenous children’s language and literacy learning through play. Results from this research have been published in numerous educational journals intended for teachers. To download an article, just click on the link within the reference.
Pan, C., & Peterson, S.S. (2019). Informal instruction and dramatic play to support kindergarten children’s language and writing development. Master of Teaching Research Journal, 2, 1-11.
Portier, C., Friedrich, N., & Peterson, S.S. (2019). Play(ful) pedagogical practices for creative collaborative literacy. The Reading Teacher, 73(1), 17-27.
Kim, M. & Peterson, S.S. (2018) Play-based intervention supporting kindergarten children’s language in a Northern Ontario First Nations community. Master of Teaching Research Journal, Inaugural Issue, 1-11.
Wajskop, G., & Peterson, S.S. (2015). Dramatic play as a meaning-making and story-making activity. Early Childhood Education, 43(1), 17-20.
Friedrich, N., & Portier, C. (2020). Let’s go to the movies: Children’s textual practices before and during a play-based classroom initiative. Texas Journal of Literacy Education, 8(1), 38-57.
Friedrich, N., Wishart, K., & Peterson, S.S. (2018). Supporting emergent writers through guided play in a kindergarten classroom. Journal of Childhood Studies, 3(2), 58-64.
Peterson, S.S., Friedrich, N., Portier, C. (2018). Developing a multimodal observation tool: Teachers and researchers working together. Alberta Voices, 14(1), 3-9.
Peterson, S.S., & Grimes, A. (2018). Authentic writing in children’s lives outside school. Early Childhood Education, 45(1), 20-25.
Peterson, S.S., & Portier, C. (2016). Teaching vocabulary and writing in kindergarten through dramatic play centers. Colorado Reading Journal, 27, 25-32.
Peterson, S.S. (2015). Dramatic play supports children’s writing in kindergarten and grade one. Michigan Reading Journal, 48(1), 44-48.
Peterson, S.S. (2015). Supporting primary students’ writing through reading, talk, and literate dramatic play in primary classrooms. Sargent, S. E. (Ed.). The Oklahoma Reader, 51(1), 22-24.
Peterson, S.S., Rajendram, S., & Eisazedeh, N. (2019). Multimodal meaning-making during play in two Northern Canadian Indigenous kindergarten classrooms. Early Years, 39(4), 392-407.
Peterson, S.S., & Portier, C. (2017). Rural northern Canadian teachers’ discoveries about young children’s oral language. Language and Literacy, 19(2), 109-126.
Peterson, S.S., & Greenberg, J. (2017). Teacher intervention to support oral language and literacy in dramatic play contexts. Texas Reading Association Journal, 5(1), 10-23.
Collaborative Action Research with Indigenous Schools:
Peterson, S.S., & Horton, L. (2019). Child-directed dramatic play as identity text in northern Canadian Indigenous kindergarten classrooms. Literacy, 53(4), 254-264.
Peterson, S.S., Huston, L., & Loon, R. (2019). Preparing Indigenous teachers from remote communities: Voices from Northern Ontario, Brock Journal of Education, 48(2), 17-32.
Peterson, S.S., Gardner, T., Ings, E., & Vecchio, K. (2018) Dramatic Play in Northern Aboriginal Head Start Classrooms – Supporting Indigenous Children’s Learning of their Culture and Language. ECE Link 2(1), 35-44.
Teachers and Early Childhood Educators have been creating and implementing CCCAs in their classrooms throughout the project. Click on the link below to watch a short video in which three educators share their reflections on bringing CCCAs into their kindergarten classrooms.
Classroom Assessment Tools
NOW Play researchers work with teachers to create research-based assessment tools for use in the classroom.
Assessing Children’s Use of Language (ACUL)
This observation tool allows teachers to focus on the ways in which children use language to carry out social purposes.