List of Figures
1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood
Shelley Stagg Peterson and Nicola Friedrich
2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten Classrooms
Karen Eppley, Shelley Stagg Peterson, and Denise Heppner
3. Seven Directions Early Learning for Indigenous Land Literacy Wisdom
Sharla Mskokii Peltier
4. Sámi Children’s Language Use, Play, and the Outdoors Through Teachers’ Lens
Kristina Belancic
5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural Place
Maria Cooper and Helen Hedges
6. Placing the Child’s Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space
Lori Huston and Stephanie Michano-Drover
7. Negotiating a Place to Belong in an Aotearoa New Zealand Playgroup
Mary M. Jacobs
8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous Children
Jeffrey Wood
9. If Writing Floats “on a Sea of Talk,” How Best to Harness the Waves and Currents of Place and Play?
Judy M. Parr
10. Scaffolding Community Literacy Practices in Kindergarten Classrooms
Nicola Friedrich
11. Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based Learning
Gisela Wajskop
12. Enriching Learning with the Richness Around Us
Christine Portier
13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection"
Janet Scull and Kim O’Grady
14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based Learning
Janice Greenberg and Sharon Walker
15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous Community
Laureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen
16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four Continents
Shelley Stagg Peterson
17. Places and Players: An Afterword
Michael Corbett
Contributors
Index
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