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This article discusses the developmental sense of children’s seemingly disorganized texts. It is based on a two-year study of eight primary-grade children attending an urban magnet school. The study focused on interrelationships between the children’s creation of written, imaginative worlds and their use of other symbolic media (drawing and talk) and other people (particularly peers).
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This special issue continues a two-year conversation about a #playrevolution in literacies research, theory, and practice. The juxtaposition of play and revolution is intentional, highlighting the tension between play’s prosocial benefits and collaborative production and the rapid change, uncertainty, and violence in today’s schools, where we desperately need more humanizing elements that build people’s connections
