Play and literacy in early childhood : research from multiple perspectives

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Playing around in school: Implications for learning and educational policy. (2010, background): “…the fundamental components of their language system through private speech, word games, and complex language use during social play (e.g., Garvey, 1977; Hirsh-Pasek & Golinkoff, 1996; Hirsh-Pasek & Golinkoff, 2006; Roskos & Christie, 2000, 2001; Rowe, 1998; Zigler, Singer, & Bishop-Josef, 2004).”
Examining the Play–Literacy Interface: A Critical Review and Future Directions (2001, methodology): “And, although Pellegrini and Galda (1993) examined some of this early work just seven years ago, discussing symbolic play–literacy links, research work has steadily grown and extended into additional areas since that time (Roskos and Christie, 2000).”
The language of play: developing preschool vocabulary through play following shared book-reading (2018, background): “…activities believed to be more educationally effective (Elkind, 2008; Miller & Almon, 2009) However, data show that playful learning promotes language, cognitive, and social skills that are critical for academic success (e.g., Hirsh-Pasek, Golinkoff, Berk, & Singer, 2009; Roskos & Christie, 2000).”