2023/05/01 by Allyson Strmiska Masters, Molly Scott, Molly E. Scott +6
Psychology · Social Sciences · #Child Development and Digital Technology #Early Childhood Education and Development #Reading and Literacy Development
paper · pdf · doi:10.1002/trtr.2201
crossref issued 2023/05/01 · crossref published 2023/05/01 · crossref published-print 2023/05/01 · openalex publication_date 2023/05/01 · crossref published-online 2023/05/02 · crossref created 2023/05/02 · crossref deposited 2023/08/19 · openalex created_date 2025/10/10 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/30
Abstract Shared book reading is a common and effective way to support vocabulary knowledge. However, it is not the only pedagogy for supporting this learning goal. We propose a “toolbox” of activities that teachers can use to foster vocabulary acquisition in young children. We first discuss the science behind why these activities are effective (they are active, engaging, meaningful, socially interactive, iterative, and joyful), and then give examples of playful learning experiences that have been effectively used in classroom vocabulary interventions. Finally, we offer ways in which these activities can be easily adapted to help educators reach vocabulary‐teaching goals in their own classrooms.