Joyful Literacy Learning Opportunities for Kindergarten Educators

Using Design-Based Research to Build Collaborative Educator-Research Partnerships

Authors

DOI:

https://doi.org/10.20360/langandlit29758

Keywords:

play-based learning, beginning reading instruction, design-based research, kindergarten, educator self-efficacy

Abstract

In this study, Ontario kindergarten educators (n=10) describe their tensions related to approaches for early literacy learning and how enhanced self-efficacy supported their navigation for blending direct and play-based instructional approaches for early literacy instruction. Following design-based research methodology, educators participated in interviews and professional learning conversations to identify their needs for teaching beginning reading. Findings include: 1) collaborating with educators and the researcher/facilitator brought participants joy, 2) changing messages from education leaders created challenges, 3) self-efficacy beliefs increased, 4) educators noticed a change in the types of play opportunities that supported literacy learning. Implications and recommendations are discussed for researchers, educators, and school board leaders.

Author Biographies

Dr. Yvonne Messenger, Brock University

Yvonne Messenger is a Lecturer in the Department of Educational Studies, at Brock University. Yvonne comes to this role after 30 years of experience in public education in both Ontario and Nova Scotia. She worked as a kindergarten teacher, reading interventionist, and literacy coach. Yvonne supported senior leadership, administrators, and both new and experienced teachers in her role as an instructional program leader with a large Ontario school board, with curricular and instructional support for literacy and math, from kindergarten to Grade 8. She was also responsible for setting direction in kindergarten, early literacy, and early reading intervention programming. 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 a supervisor at the Brock Learning Lab and an AQ instructor, and through informal mentorship opportunities with educators across the province. 

Dr. Tiffany Gallagher, Brock University

Tiffany L. Gallagher, Ph.D., is a Professor in the Department of Educational Studies at Brock University. She is recognized for her research that aims to enhance the learning of students with literacy difficulties and learning challenges. Supporting the professional learning of teachers through instructional and inclusion coaching are also a focus of her work.  Longitudinal, multi-varied participant perspectives are the cornerstone of Tiffany’s research projects. She has extensive experience applying research findings to support teacher development, mentoring and tutoring. Her work seeks to inform targeted audiences such as students, teachers, administrators, and policymakers.  Tiffany is also the Director of the Brock Learning Lab that offers community-based tutoring for K-12 students and mentors undergraduate volunteer tutors. Annually, the Brock Learning Lab oversees hundreds of tutors and students in both literacy and numeracy interventions. 

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Published

2025-06-13

How to Cite

Messenger, Y., & Gallagher, T. L. (2025). Joyful Literacy Learning Opportunities for Kindergarten Educators: Using Design-Based Research to Build Collaborative Educator-Research Partnerships. Language and Literacy, 27(3), 42–61. https://doi.org/10.20360/langandlit29758

Issue

Vol. 27 No. 3 (2025): Special Issue: Language and Literacies as Joyful Possibilities

Section

Articles

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