Abstract

A study examined the effects of literacy-enriched play settings on preschoolers ' literacy behaviors in spontaneous free play. Subjects were 91 children, ages 3-5, from 2 urban day care centers. Prior to, and following the intervention, the frequency of each child's handling, reading and writing behaviors in play was assessed through direct observation. Videotaped samples of play areas, collected throughout the study, examined the nature of children's play themes and their uses of literacy objects in play. Following baseline observations, the physical environment of one of the day care centers was enriched with literacy objects in three distinct play centers: kitchen, office, and library. Significant differences were recorded for the experimental group in the frequency, duration, and complexity of literacy demonstrations in play. Further, children in the experimental group incorporated