Pulled In All Directions

Kindergarten Educator Challenges for Teaching Reading in Play-Based Programs

Authors

  • Yvonne Messenger Brock University

DOI:

https://doi.org/10.20360/langandlit29726

Keywords:

playing, beginning reading instruction, Kindergarten, educator self-efficacy, design-based research

Abstract

Kindergarten educators are experiencing tensions with pedagogical approaches for early literacy learning (e.g., Forgie et al., 2022; Pyle et al., 2018). They feel pressured to abandon play-based approaches in favour of direct instruction due to changes in provincial curriculum and school board policies (e.g., OHRC, 2022). This paper highlights themes and responses by participants in a study with kindergarten educators during the fall of 2023. Challenges expressed included changing messages from school boards, a lack of clarity regarding direction, and the introduction of prescriptive programs. Suggestions of ways educators can build knowledge and agency through collaborative conversations will be shared.

Author Biography

Yvonne Messenger, Brock University

Yvonne Messenger is a Lecturer in the Department of Educational Studies, at Brock University, where she is currently doctoral candidate. Yvonne comes to this role after 30 years of experience as a classroom teacher, a reading interventionist, a literacy coach, and a consultant in public education in Ontario and Nova Scotia. Yvonne’s research is focused on supporting kindergarten educators as they seek to refine their instructional practices for teaching reading and writing in play-based kindergarten programs. Yvonne has mentored experienced and pre-service teachers as an AQ instructor, a supervisor at the Brock Learning Lab, and through informal mentorship opportunities with educators across Ontario.

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Published

2024-10-22

How to Cite

Messenger, Y. (2024). Pulled In All Directions: Kindergarten Educator Challenges for Teaching Reading in Play-Based Programs. Language and Literacy, 26(3), 123–136. https://doi.org/10.20360/langandlit29726

Issue

Vol. 26 No. 3 (2024): Special Issue: Literacy Teachers Navigating Turbulent Times in Canada.

Section

Article

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