Pretend Play and Emergent Literacy for Aboriginal Children

Elisabeth Jacob, Annie Charron, Yvonne da Silveira

Abstract


In educational contexts during early childhood, play has a central role. Pretend play, a leading activity for preschool children, supports several aspects of their overall development, including skills in emergent literacy.  Aboriginal children also engage in pretend play to strengthen their oral language and literacy skills in their Aboriginal mother tongue or second language (in French or in English).  This article examines the relationship between pretend play and emergent literacy, particularly with respect to Aboriginal children, and provides some strategies for early childhood educators and caregivers to infuse children’s pretend play with emergent literacy activities and support.


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Copyright (c) 2015 Elisabeth Jacob, Annie Charron, Yvonne da Silveira


 

ISSN 2369-2189