Product Description
 | This article—from the May 2003 edition of Beyond the Journal: Young Children on the Web—explains how teacher support of young children's high-level play positively affects their development of foundational skills, including cognitive and emotional self-regulation. |
| Authors | Elena Bodrova & Deborah J. Leong |
| Target Audience | Early childhood educators |
| Ways to Use this Product | As a guide for supporting play in the early childhood classroom |
 Key Ideas | In practice, the need to promote foundational skills, such as phonological awareness or listening comprehension, in young children and the need to support their play appear to compete for teachers' time and attention. But in theory it should not be this way.
Research on play accumulated over the past several decades makes a convincing case for the benefits of supporting high quality pretend play. The article includes an explanation of Vygotsky's and Elkonin's theories of play and share their insights into how early childhood teachers can promote mature play. |
 How to Get this Product | View/Download the PDF |
| APA Citation | Bodrova, E., & Leong, D. J. (2003). Chopsticks and Counting Sticks: Do Play and Foundational Skills Need to Compete for the Teacher's Attention in an Early Childhood Classroom? Beyond the Journal: Young Children on the Web (May 2003).
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