Creating Inclusive, Literacy-Embedded Play Centers in a Children's Museum: Connecting Theory to Practice

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Department or Administrative Unit

Language, Literacy and Special Education

Publication Date



Preservice teachers enrolled in an early literacy or developmental preschool course collaborated in order to create inclusive, literacy-embedded play centers at a local children's museum. Using a grounded theory approach, theoretical questions were generated after analyzing multiple data sources. The focus of this paper is how preservice teachers connected theory to practice in an authentic setting. The importance of connecting theory to practice, the place of play in assessment, and the viability of children's museums as alternative field placements are discussed. Implications for preservice teacher education are presented.


This article was originally published in Journal of Early Childhood Teacher Education. The full-text article from the publisher can be found here.

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Journal of Early Childhood Teacher Education


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