In the introductory article, the authors make a response to how early literacy activities conducted during early childhood, the authors worry that the important role of play in the process of learning to read and write any error in its application, or even the essence of play is not ignored completely, so that reading and write into the activities carried out directly (direct formal instruction). Departing fact this problem, the author discusses some of the fundamental connection between reading and playing, and who can develop children's mental constructs, as well as how to strengthen both the teaching of literacy in everyday activities at the preschool and early childhood learning.

Before the era of the 1980s, research in early childhood play most of examining the relationship between play and cognitive development in children. The goal is to determine whether certain processes in play, such as pretending, influenced by certain mental processes, such as symbolic representation. Early literacy studies, on the other hand, to obtain the identification of reading readiness factors, which may support the process of "learning to read" (Bond & Dykstra, 1997). What is obtained from the children's play and what they need to learn to read and write, seems to have a great distance.

But in modern times, the discovery that literacy develops before the age of appearance in the school and included a long phase had turned his attention on the role played in this process (Jacob, 1984). As of late, researchers have described the different aspects of play and literacy relationship, with beneficial results. Some observations based on descriptive studies have recommended that the literacy and the play has a very close linkage (Christie, 1994; Morrow & Rand, 1991; Neuman & Roskos, 1990, 1992, 1997; Pellegrini & Galda, 1993; Pellegrini, Galda, Dresden, & Cox, 1991; Roskos & Christie, 2000; Rowe, 1998):

Is to present the concept of incorporating literacy activities into their play. Literacy, in other words, properly integrated in the activities in play activities. When children pretend to read storybooks, remains in essence playing, which often includes literacy practices they see in everyday life and impersonation. In addition, this study seeks to identify various kinds of behavior that takes place, and can be recognized as the beginning of the emergence of early literacy, and how the physical environment affect literacy skills in the children's playground.

The social environment is very influential on literacy in play activities. Studies show, for example, the importance of adult role modeling and support in the play is connected with literacy. When adults facilitate literacy activities in the context of the play, the children responded with a warm and follow them, joining in the activities of reading and write them, occur in the context of a natural setting.

Rich settings in the area, offering early literacy-related ideas (eg, playing post office), props (eg books), and tools (eg, pencils) stimulate more reading and writing, rather than a place to play not set properly. This finding is also supported, as reported by educators around the country and culture (Campbell, 1998; Schroeder, 1996).

The research proves that the play and literacy, certain basic mental processes may be shared or represent something else in the play (eg, "Let's pretend this rugs  as beach, OK?"), For example, similar to the notion that written words reflect the language. Likewise, mental effort to build a story at the time of pretend play ("Let's pretend for a child who is sick and we had to take care of it") involves structural elements similar to those found in the ability to understand and develop written stories. Quality play is when an opportunity to be involved for children to play quality, is the play that can help strengthen the mental processes, including building a child's capacity to cope with the demands on a more complex understanding of the text.

Reference:
Roskos, Kathleen. (2000) Creating Connections, Building Constructions
Language, Literacy, and Play in Early Childhood, On An Electronic Journal of The International reading Association [Online].

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