A netnographic study of shared practices and needs within a virtual community of junior kindergarten teachers on the topic of supporting emergent literacy and harnessing the educational potential of symbolic play
According to several studies, symbolic play promotes emergent literacy in preschool education, particularly when the teacher is involved. Given that full-time junior kindergarten (for children 4 years old) was recently established in Quebec, little data on teachers’ practices and needs in these classes is available regarding the emergent literacy and symbolic play. This netnographic study, carried out in a virtual community of four years old kindergarten teachers, reveals that some individuals consider supporting emergent literacy as a non-priority and that emergent literacy is supported more by “strategic” than “free” play. The study thus highlights the need to equip teachers and enrich their knowledge of emergent literacy and the educational potential of symbolic play.