ABSTRACT
This chapter explores some of the ways in which the literate language children are exposed to during joint reading is extended to peer interaction, and eventually into formal school-based literacy events. It considers the developmental functions of children's play generally, and more specifically in terms of literate behavior. The chapter discusses the two theories of play as practice: J. Piaget and L. S. Vygotsky. It examines the ways in which classroom ecological variables, such as play centers and social groupings in those centers, influence children's play and literate language. Design feature arguments involve explication of similarities and differences between aspects of play and similar features in mature behavior. The chapter also discusses Smilansky-Parten matrix and its relevance for children's literate language in greater detail. The basic psychological process motivating developmental change can be reasonably captured with Piaget's equilibration theory. Developmental change, according to this theory, is motivated by conceptual conflict, or disequilibration.
