Examining the Play–Literacy Interface: A Critical Review and Future Directions

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Playing around in school: Implications for learning and educational policy. (2010, background): “Intervention studies have examined how embedding literacy materials within play settings enhances children’s engagement in literacy activities during free play (Christie & Enz, 1992; Christi & Roskos, 2006; Einarsdottir, 2000; Roskos & Christie, 2004; Saracho & Spodek, 2006).”
Pretend Play, Divergent Thinking, and Math Achievement in Girls: A Longitudinal Study (2015, background): “The majority of studies in this area focus on preschool age children and conclude that play can provide a context for early literacy learning that leads to reading, such as providing children with exposure to literacy materials in play environments (Roskos & Christie, 2001).”
Numeracy‐related exchanges in joint storybook reading and play (2009, background): “Similar conclusions about the importance of the social context and the nature of the toys and other supporting materials available to children have been drawn in research on the integration of emergent literacy in play activities (Roskos and Christie 2001 ).”
Early childhood teachers' preparation and the quality of program outcomes (2007, methodology): “The critical analysis that was conducted was similar to that of Roskos and Christie ( 2001 ), where they critically analyzed 20 studies of the play–literacy interface.”