Literacy in Early Childhood Education: Incorporating literacy through Play Based Learning utilizing an English Language Learner lens

Canada has seen a steady regression in literacy skills, evidenced most recently in the Progress in International Reading Literacy Study (PIRLS) assessment, which saw Canada drop from a global ranking of 12th to 18th. Canadian children continue to enter the school system with weak literacy skills. Specifically, English Language Learners (ELL), have struggled in Ontario to achieve provincial baselines; coupled with their unique learning needs, ELLs make up a large percentage of Ontario student composition. One evidence-based method for supporting the learning needs of ELL students in the primary grades is through Play-Based Learning (PBL). This approach allows students to explore language, develop vocabulary, and enhance their comprehension skills, all of which are essential components of literacy. This three-year tri-funded project is conducting a feasibility study, in collaboration with a local school board, to evaluate the viability of an in-school PBL program that is tailored to the learning needs of ELL students. To address the need for relevant, meaningful PBL material, the research team will take a novel approach by utilizing LEGO, a common manipulative in a kindergarten classroom with a high ELL population. Researchers will measure the impact on student literacy development using evidence-based methods and evaluate educators’ understandings of and confidence implementing PBL pre- and post-test. The overall goal is to advocate for elements of the program to be embedded on a provincial and national scale through ELL literacy educator training, resource sourcing and allocation, and impact measurement/assessment.