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Play & Learning

Peterson, S. S., & Friedrich, N. (Eds.). (2022). The role of place and play in young children’s language and literacy. University of Toronto Press. https://doi.org/10.3138/9781487529239

Peterson, S. S., & Friedrich, N. (2022). Introduction: Role of place and play in young children’s oral and written language. In S. S. Peterson & N. Friedrich (Eds.), The role of place and play in young children’s language and literacy (pp. 3–16). University of Toronto Press.

Peterson, S. S. (2022). Questions and implications arising from playce-based learning in communities across four continents. In S. S. Peterson & N. Friedrich (Eds.), The role of place and play in young children’s language and literacy (pp. 243–252). University of Toronto Press.

Eppley, K., Peterson, S. S., & Heppner, D. (2022). Valuing rural and Indigenous social practices: Play as placed learning in kindergarten classrooms. In S. S. Peterson & N. Friedrich (Eds.), The role of place and play in young children’s language and literacy (pp. 17–32). University of Toronto Press.

Friedrich, N. (2022). Scaffolding community literacy practices in kindergarten classrooms. In S. S. Peterson & N. Friedrich (Eds.), The role of place and play in young children’s language and literacy (pp. 143–157). University of Toronto Press.

Portier, C. (2022). Enriching learning with the richness around us. In S. S. Peterson & N. Friedrich (Eds.), The role of place and play in young children’s language and literacy (pp. 177–193). University of Toronto Press.

Altidor-Brooks, A., Malec, A., & Peterson, S.S. (2020). Young children’s use of narrative strategies and the role of the teacher as side coach in dramatic play. Education 3-13, 48(6), 661-673.

Peterson, S.S., Rajendram, S., & Eisazadeh, N. (2019). Multimodal meaning-making during play in two Northern Canadian Indigenous kindergarten classrooms. Early Years, 39(4), 392-407.

Hedges, H., Peterson, S.S., & Wajskop, G. (2018). Modes of play in early childhood curricular documents in Brazil, New Zealand and Ontario. International Journal of Play, 7(1), 11-26. https://doi.org/10.1080/21594937.2018.1437379

Peterson, S.S., Madsen, A., San Miguel, J., & Jang, S.Y. (2018). Children’s rough and tumble play: Perspectives of teachers in northern Canadian Indigenous communities. Early Years: An International Research Journal, 38(1), 53-67. https://doi.org/10.1080/09575146.2016.1219844

Peterson, S.S., Portier, C., & Murray, A. (2017). The role of play at home and in kindergarten and grade one: Parents’ perceptions.  Journal of Childhood Studies, 42(1), 1-10.

Wajskop, G. (2017). “Literate Playing”—An oral language empowerment strategy for underprivileged children. Language and Literacy, 19(2), 33-50. https://doi.org/10.20360/G2495Q

Peterson, S.S., Anderson, J., Kendrick, M., McTavish, M., Budd, K., Mayer, D., McIntyre, L.J., Ntelioglou, B.Y., & Riehl, D. (2016). Examining rhetorics of play in curricula in five provinces: Is play at risk in Canadian kindergartens? Canadian Journal of Education, 39(3), 1-26.

Peterson, S.S., & Riehl, D. (2016). Rhetorics of play in kindergarten curricula in an era of accountability. Brock Education Journal, 25(2), 22-34.

Wajskop, G., & Peterson, S.S. (2016). Literatura infantil, brincadeiras e experiências narrativas. [Children’s literature, plays and narratives experiences].  Revista Patio – Educação Infantil, 46. 

Peterson, S. S., Forsyth, D., & McIntyre, L. (2015). Balancing play-based learning with curricular mandates: Considering the views of northern Canadian teachers and early childhood educators. Canadian Children, 40(3), 40–47.

Writing

Peterson, S. S., Diachuk, B., & Brant, J. (2026). Significance of Indigenous children’s literature. In J. Lacina (Ed.), Children’s literature to read our world: Text selection and strategies for critical reflection (pp. 43–55). Routledge.

Stagg Peterson, S. (2025). Writing as part of culturally relevant play supports overall literacy. In R. E. Tremblay, M. Boivin, & R. DeV. Peters (Eds.), Encyclopedia on early childhood development.

Belancic, K., Stagg Peterson, S., & Lindgren, E. (2022). Writing and play. In E. Lindgren, C. Hermansson, A. Norlund Shaswar, & S. Areljung (Eds.), Skrivdidaktik i grundskolan [Writing in compulsory school, on scientific grounds] (pp. 307–326). Studentlitteratur.

Peterson, S.S., & Friedrich, N. (2021/2022). Finding a place for collaborative writing in primary classrooms. The California Reader, 54(1), 15-20.

Peterson, S.S., & Friedrich, N. (2022). Viewing young children’s drawing, talking, and writing through a ‘language as context’ lens: implications for literacy assessment. International Journal of Early Years Education, 30(1), 106-121, https://doi.org/10.1080/09669760.2021.1956439

Friedrich, N., & Peterson, S. S. (2022). Assessing four- and five-year old children’s play-based writing: Use of a collaboratively-developed assessment tool. Early Years. https://doi.org/10.1080/09575146.2021.1959522

Peterson, S.S., Grimes, A., Sky, K. (2021). Rural and Indigenous families’ support of young children’s writing. Texas Journal of Literacy Education, 9(1), 18-34.

Peterson, S.S., Friedrich, N., Portier, C. (2021). Northern rural and Indigenous Canadian children’s responses to an open-ended writing task: Comparisons of children in first and second year of kindergarten. Alberta Journal of Educational Research, 67(4), 463-482.

Friedrich, N., Portier, C., & Peterson, S.S. (2021). Investigating the transition from the personal signs of drawing to the social signs of writing. International Journal of Early Years Education, 29(1), 56-74 https://doi.org/10.1080/09669760.2020.1778450.

Peterson, S. S. (2019). Coda. In K. P. H. Sullivan & C. Cocq (Eds.), Indigenous writing and education (pp. 205–214). Brill.

Friedrich, N., Portier, C., & Peterson, S.S. (2019). Identifying patterns in and relationships between rural Canadian Indigenous and non-Indigenous children’s graphic representations and their talk. Language and Literacy, 21(1), 39-56.

Peterson, S.S., Parr, J., Lindgren, E., & Kaufman, D. (2018). Conceptualizations of writing in early years curricula: International perspectives. Curriculum Journal, 29(4), 499-521. https://doi.org/10.1080/09585176.2018.1500489

Oral and Nonverbal Communication

Peterson, S. S., Altidor, A., Kerwood, J. (2021). Young children’s written and verbal responses in a dynamic assessment context. Assessing Writing, 49, 1-12. https://doi.org/10.1016/j.asw.2021.100543

Peterson, S.S., Eisazadeh, N., Hopkins, D., & Peltier, S. (2021). Dynamic assessment and small-group play-based context supporting first nation children’s standard English language development.  Canadian Speech-Language Pathology and Audiology, 45(1), 1-13.  https://doi.org/10.1016/j.asw.2021.100543

Peterson, S.S., Jang, S.Y., & Tjandra, C. (2020). Young children as playwrites and their participation in classroom peer culture of sociodramatic play. Journal of Early Childhood Research, 18(3), 227-242. https://doi.org/10.1177/1476718X19888721

Peterson, S.S., & Rajendram, S. (2019). Teacher-child and peer talk in collaborative writing and writing-mediated play: Primary classrooms in Northern Canada.  Australian Journal of Language and Literacy, 42(1), 28-39.

Peterson, S.S., Eisazadeh, N., Rajendram, S., & Portier, C. (2018). Young children’s language uses during play and implications for classroom assessment. Australasian Journal of Early Childhood, 43(2), 23-31. https://doi.org/10.23965/AJEC.43.2.03

Peterson, S.S., & Brooks, A.A. (2018). Using social knowledge while interacting at the classroom sand center: Facework and cohesion strategies. Journal of Early Childhood Research, 16(4), 421-435. https://doi.org/10.1177/1476718X18809393

Damhuis, R., & van der Zalm, E. (2017). A provocative approach for communication with low-proficient children: Examining how the interactive role of teachers and children changes. Language and Literacy, 19(2), 51-71. https://doi.org/10.20360/G2837N

Eisazadeh, N., Rajendram, S., Portier, C., & Peterson, S.S. (2017). Indigenous children’s use of language during play in rural northern Canadian kindergarten classrooms. Literacy Research: Theory, Method, and Practice, 22, 1-16. https://doi.org/10.1177/23813369177196

Malec, A., Peterson, S.S., & Elshereif, H. (2017). Assessing young children’s oral language: Principles, practices and recommendations for policy. Canadian Journal of Education, 40(3), 362-392.

McIntyre, L.J., Hellsten, L.M., Bidonde, J., Boden, C., & Doi, C. (2017). Receptive and expressive English language assessments used for young children: A scoping review protocol.  Systematic Reviews, 6:70. https://doi.org/10.1186/s13643-017-0471-1.

Ntelioglou, B.Y., & Peterson, S.S. (2017). Exploring language, literacy, and identity connections through play-based education in rural, remote, and Indigenous communities. Language and Literacy, 19(2), 1-3. https://doi.org/10.20360/G20M3T

Peterson, S. S. (2017). Developing a play-based communication assessment through collaborative action research with teachers in northern Canadian Indigenous communities. Literacy, 51(1), 36-43.  https://doi.org/10.1111/lit.12088

Peterson, S. S., McIntyre, L., & Forsyth, D. (2016). Supporting young children’s oral language and writing development: Teachers’ and early childhood educators’ goals and practices. Australasian Journal of Early Childhood, 41(3), 11–19.

Collaborative Action Research with Indigenous Schools

Peterson, S. S., Simpson, C., McDonald, E., & Arsenault, J. (2026). Transforming research, researchers and educators through partnership: Collaborative action research embedded within an early childhood preparation programme. In A. Keary, L. Walsh, J. Scull, & S. Garvis (Eds.), Evidence and insights to inform early years practice (pp. 101–114). Routledge.

Friedrich, N., Eisazadeh, N., Manitowabi, Y., & Peterson, S. S. (2026). Action research as a form of professional and personal learning for northern rural Indigenous and non-Indigenous educators. Canadian Journal of Action Research, 26(2), 42-60.  https://doi.org/10.33524/cjar.v26i2.762

Steinhauer, E., Steinhauer, P., & Peterson, S. S. (2024). Inclusive structures and practices in initial teacher education: Supporting Indigenous teachers to connect Indigenous children to their culture, language and histories. In P. Downes, G. Li, L. Van Praag, & S. Lamb (Eds.), Routledge handbook on promoting equity in education through inclusive systems and societies (pp. 401–415). Routledge.

Eppley, K., Wood, J., Peterson, S.S. (2023). Resistance Literature: Representations of Land and Indigeneity in Indigenous-Authored, Canadian Award-Winning Rural Young Adult and Middle-Grade Fiction. Journal of Adolescent & Adult Literacy. 67,(4) 206-216.  https://doi.org/10.1002/jaal.1318

Hetaraka, M., Meiklejohn-Whiu, S., Webber, M., Jesson, R. (2023). Ko te mana o te tamaiti te aro o tātou mahi: Listening to voices from Tai Tokerau to re-frame literacies. New Zealand Journal of Educational Studies. 1-17. https://doi.org/10.1007/s40841-023-00290-7

Hetaraka, M., Meiklejohn-Whiu, S., Webber, M., Jesson, R. (2023). Tiritiria: Understanding Māori children as inherently and inherited‑ly literate—Towards a conceptual position. New Zealand Journal of Educational Studies. 1-14. https://doi.org/10.1007/s40841-023-00282-7

Brant. J., Peterson, S.S., & Friedrich, N. (2023). Partnership research with Indigenous communities: Fostering community engagement and relational accountability. Brock Education Journal, 32(1), 99-118.

Peterson, S. S. (2022). The five R’s of Indigenous research as a framework for early childhood research. In A. Keary, L. Walsh, J. Scull, & S. Garvis (Eds.), Decisions and dilemmas of research methods in early childhood education (pp. 63–77). Routledge.

Belancic, K., Wuolab, A., & Lindren, E. (2022). Creating Sami language spaces in a Sami classroom. Sami Language and Culture Research Association. 6(2), 5-26.

Eppley, K., Peterson, S.S., & Wood, J. (2022). Representations of Indigenous and non-Indigenous rural ways of being in children’s picture books. Journal of Language and Literacy Education, 18(1), 1-25.

Peterson, S.S., Manitowabi, Y., & Manitowabi, J. (2021). The Niichii project: Revitalizing Indigenous language in northern Canada. TESOL in Context, 30(1), 85-102. https://doi.org/10.21153/tesol2021vol30no1art1582

Peterson, S.S., Huston, L., Ings, E., & Mason, B, & Falcigno, K. (2021). Awakening Indigenous knowledge: Perspectives and experiences of Indigenous early childhood education diploma students. McGill Journal of Education, 56(1). 194-213.

Rameka, L., Peterson, S.S. (2021). Sustaining Indigenous languages and cultures: Māori medium education in Aotearoa New Zealand and Aboriginal head start in Canada. Kōtuitui: Zealand Journal of Social Sciences Online, 16(2), 307-323. https://doi.org/10.1080/1177083X.2021.1922466

Peterson, S. S., Robinson, R.B. (2020). Rights of Indigenous children: Reading children’s literature through an Indigenous knowledges lens. Education Science, 10, 281.

Peterson, S.S., Jang, S.Y., San Miguel, J., Styres, S., & Madsen, A. (2018). Infusing Indigenous knowledge and epistemologies: Learning from teachers in northern Aboriginal Headstart classrooms. McGill Journal of Education, 53(1), 26-46.

Peterson, S.S., McIntyre, L., & Heppner, D. (2018). Northern rural and Indigenous teachers’ experiences and perceptions of rural teaching and teacher education. Journal of Teacher Education and Educators, 7(3), 189-205.

Anderson, J., Horton, L., Kendrick, M., & McTavish, M. (2017). Children’s funds of knowledge in a rural northern Canadian community: A telling case. Language and Literacy, 19(2), 20-32. https://doi.org/10.20360/G2CT05

Peltier, S. (2017). An Anishinaabe perspective on children’s language learning to inform “seeing the Aboriginal child”. Language and Literacy, 19(2), 4-19. https://doi.org/10.20360/G2N95C

Peterson, S.S., McIntyre, L., & Glaés-Coutts, L. (2017). Collaborative action research in Northern Canadian rural and Indigenous schools: Learning about young children’s oral language in play contexts. Educational Action Research, https://doi.org/10.1080/09650792.2017.1402686

Williamson, J., & Hedges, H. (2017). Empowering language: Lenses of knowing, being and doing. Language and Literacy, 19(2), 72-89. https://doi.org/10.20360/G2HM23

Peterson, S.S., Horton, L., & Restoule, J.P. (2016). Toward a shift in expectations and values: What we’ve learned from collaborative action research in northern Indigenous communities. Canadian Journal of Action Research, 17(2), 19-32.

Steinhauer, E., Steinhauer, P., & Peterson, S. S. Indigenous principles guiding inclusive structures and practices in teacher preparation: Aboriginal teacher education program in Alberta, Canada. In The Routledge International Handbook of Equity and Inclusion in Education (pp. 401-415). Routledge.