How do Pre-K Teachers and Students Experience Literacy Games?

The purpose of this qualitative instrumental case study is to examine affordances of literacy table games in a preschool classroom environment and experiences of students and teachers playing the games. The study explores factors relating to games and play, developmentally appropriate practice, emergent literacy skills, motivation, cognition, and sociocultural considerations. Themes will be based on observations of classroom game play and interviews with preschool children and teachers. The study will provide a broader understanding of games-based play in early childhood classrooms, help to develop informed best practices for similar activities, and provide implications for future inquiry.