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Play & Learning

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). Play in kindergarten curricula across three continents: A cultural analysis. 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.

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. 

Writing

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.

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.

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. 

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.

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.

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.

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.

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

Collaborative Action Research with Indigenous Schools

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.

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.