Abstract
The idea that a seemingly frivolous activity such as play can promote children’s literacy development is very intriguing and has prompted a large amount of research activity over the past several decades. In order to assess the status of this line of inquiry, and to provide guidance for future research, we undertook a critical analysis of 20 recent investigations of the play–literacy interface. We first attempted to understand the ‘story’ that each study told–how the problem was framed, the solution path, the claims that were made, and the evidence that supported these claims. We then engaged in critical analysis of the studies, challenging both what was said (i.e. the claims) and what was not said nor addressed. We agreed with the major claims of 12 of the 20 studies, judging the research to be sound and complete. These studies supplied strong evidence that play can serve literacy by: (a) providing settings that promote literacy activity, skills, and strategies; (b) serving as a language experience that can build connections between oral and written modes of expression; and (c) providing opportunities to teach and learn literacy. However, our critical analysis of these studies also revealed a number of limitations and unresolved issues, including concerns about definitions, theories, methodology, lack of progress in establishing causal connections with development, and dominance of the ‘play as progress’ rhetoric.