ABSTRACT
This chapter examines play as a literacy of children—made by children for children—and argues for early childhood research and teaching that attends to the meanings children make for themselves and one another in contemporary times. It sketches the foundation for theorizing children's play as natural and powerful storytelling. The chapter theorizes an episode of imagining otherwise in a preschool house corner, showing how children use play to construct action texts-action by action-as they quickly pivot among imaginary contexts to try on commonplace social practices such as book reading or online shopping. It focuses on the preschool's technology table to examine iPad play with an animation app, identifying multiple dimensions of play that shape young children's participation in digital cultures. The chapter situates this action-oriented perspective on play in early literacy research and the realities of teaching in early childhood education, raising questions and implications for preparing young children for playing, reading, writing, and making in twentieth century.
