Playing with literacy in preschool classrooms

Childhood Education, Spring 2001 by Klenk, Laura

The next day, I added Post-itTM notes to the writing supplies and reenacted this scene with my class of 4year-olds. I received curious looks from the children-- this was new behavior on my part. Ricky asked, "What are you doing?" I continued making my list. Within minutes, a "writing explosion" began. Interestingly, while the 3-year-old girls had been more interested in writing the day before, the 4-year-old boys now took over the housekeeping area. Many of the children began writing grocery lists. Nicholas wrote "The store is empty" on a Post-it note and stuck it on a play food stand-which then became a store. Several children wrote prices on food containers. Ricky, a child who preferred outdoor activities and who seldom engaged in imaginative play, was delighted by the Post-its, which he had never used. He made dollar signs on the notes and stuck them on the food stand. He also wrote, "Food, food, food. You love food." Three boys stopped playing with action figures and joined the play. Yellow notes appeared everywhere, and I observed some great symbolic play. I remained available to comment positively on children's writing, to ask them to read what they had written, and to show interest in what they were doing.

The following week, I set up the veterinary center. Anxious to see what type of play and writing would develop, I situated myself at a table with a stuffed dog, telephone, note pad, and paper. Ricky questioned me, "What are you doing with that dog?" Once again, this was new behavior from me-and they noticed. I dialed the phone, spoke to the "vet," and wrote down an appointment time. Immediately, two boys hurried over to say, "I'll be the doctor, I'll be the doctor! Where's the animal hospital?" I took my dog to the piano bench and they came along. I explained that my dog had not been eating and I was worried that he might be sick. The boys immediately began an examination. Then they discovered the gauze and tape. "Is this real?" they asked. A "cut" was noticed and bandaged. I asked for a bill, and for written instructions on how to care for my dog at home. I received a note reminding me to "come back next week." Suddenly, several more animals were in need of medical attention. I stepped back to observe. The children took turns wearing the surgical shirts; several wrote out prescriptions and instructions for the dog's care. The children did not write as much as they had in the housekeeping center, although they did a lot of bandaging.

To maintain interest, I introduced something new into the veterinary center each day, such as a clipboard with paper and a receipt book, which also served as a checkbook and a prescription pad. The day I brought Band-Aids(TM), a large number of animals suddenly needed prompt attention. Carla, the doctor on duty at that point, pulled a chair over to the examining table and became busy, quietly writing. Suddenly, the table was crowded with animals. Taking her job seriously, and frustrated with this rush of activity, Carla called out, "Mrs. B., there's too many people needing help!" I suggested she ask them to make an appointment or form a line. She insisted her clients get into a line, which they did. Carla then efficiently examined their pets, writing notes and prescriptions. Meanwhile, I enjoyed listening to the "doctor's" running commentary: