1. Introduction: Role of Place and Play in Young Children’s Oral and Written Language
Shelley Stagg Peterson & Nicola Friedrich
2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten Classrooms
Karen Eppley, Shelley Stagg Peterson, & Denise Heppner
3. Seven Directions Early Learning for Indigenous Land Literacy Wisdom
Sharla 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& Helen Hedges
6. Placing the Child’s Hands on the Land
Lori Huston & Stephanie Michano-Drover
7. Negotiating Multiple Ways of Knowing in an Aotearoa New Zealand Playgroup
Mary M. Jacobs
8. The Importance of the Land, Language, Culture, Identity and Learning in Relations 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 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 Imaginative Play – As a Stimulus for ‘Language in Action’ and ‘Language as Reflection’
Janet Scull & Kim O’Grady
14. The Key Role of the Educator as a Conversational Partner in Play and Place-based Learning
Janice Greenberg & Sharon Walker
15. Place-based Language and Literacy Learning in Play: Learning from a North-Central Saskatchewan Indigenous Community
Laureen J. McIntyre, Laurie-ann M. Hellsten, & 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
