Engaging Kindergarten Writers Through Play Experiences

Abstract While research consistently demonstrates that young children learn best through play and social interactions, this developmental insight is not often reflected in current classroom curricula. Through action research, I examined how a play‐based kindergarten environment could impact student writing and writing engagement. This article specifically focuses on two students from the class, Matthew and Liam. Using observations, semi‐structured interviews, and student artifacts evaluated using a developmental writing rubric, findings indicate that the play‐based approach led to increased interest and engagement in writing activities, as well as improvements in writing skills. These results suggest that integrating play into the early childhood curriculum can create authentic writing experiences, fostering development and enthusiasm in young writers.