Shelley Stagg Peterson is a professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto.Nicola Friedrich is a postdoctoral fellow in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto.

• List of Figures 1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood Shelley Stagg Peterson and Nicola Friedrich2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten ClassroomsKaren Eppley, Shelley Stagg Peterson, and Denise Heppner3. Seven Directions Early Learning for Indigenous Land Literacy WisdomSharla Mskokii Peltier4. Sámi Children’s Language Use, Play, and the Outdoors Through Teachers’ LensKristina Belancic5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural PlaceMaria Cooper and Helen Hedges6. Placing the Child’s Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space Lori Huston and Stephanie Michano-Drover7. Negotiating a Place to Belong in an Aotearoa New Zealand PlaygroupMary M. Jacobs8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous ChildrenJeffrey Wood9. If Writing Floats "on a Sea of Talk," How Best to Harness the Waves and Currents of Place and Play?Judy M. Parr10. Scaffolding Community Literacy Practices in Kindergarten ClassroomsNicola Friedrich11. Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based LearningGisela Wajskop12. Enriching Learning with the Richness Around UsChristine Portier13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection"Janet Scull and Kim O’Grady14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based LearningJanice Greenberg and Sharon Walker15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous CommunityLaureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four ContinentsShelley Stagg Peterson17. Places and Players: An Afterword Michael Corbett Contributors Index

Shelley Stagg Peterson is a professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto.Nicola Friedrich is a postdoctoral fellow in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto.

• List of Figures 1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood Shelley Stagg Peterson and Nicola Friedrich2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten ClassroomsKaren Eppley, Shelley Stagg Peterson, and Denise Heppner3. Seven Directions Early Learning for Indigenous Land Literacy WisdomSharla Mskokii Peltier4. Sámi Children’s Language Use, Play, and the Outdoors Through Teachers’ LensKristina Belancic5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural PlaceMaria Cooper and Helen Hedges6. Placing the Child’s Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space Lori Huston and Stephanie Michano-Drover7. Negotiating a Place to Belong in an Aotearoa New Zealand PlaygroupMary M. Jacobs8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous ChildrenJeffrey Wood9. If Writing Floats "on a Sea of Talk," How Best to Harness the Waves and Currents of Place and Play?Judy M. Parr10. Scaffolding Community Literacy Practices in Kindergarten ClassroomsNicola Friedrich11. Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based LearningGisela Wajskop12. Enriching Learning with the Richness Around UsChristine Portier13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection"Janet Scull and Kim O’Grady14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based LearningJanice Greenberg and Sharon Walker15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous CommunityLaureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four ContinentsShelley Stagg Peterson17. Places and Players: An Afterword Michael Corbett Contributors Index

Shelley Stagg Peterson is a professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto.Nicola Friedrich is a postdoctoral fellow in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at University of Toronto.

• List of Figures 1. Introduction: Playce-Based Language and Literacy Learning in Early Childhood Shelley Stagg Peterson and Nicola Friedrich2. Valuing Rural and Indigenous Social Practices: Play as Placed Learning in Kindergarten ClassroomsKaren Eppley, Shelley Stagg Peterson, and Denise Heppner3. Seven Directions Early Learning for Indigenous Land Literacy WisdomSharla Mskokii Peltier4. Sámi Children’s Language Use, Play, and the Outdoors Through Teachers’ LensKristina Belancic5. Young Children Exploring Identities, Languages, and Cultures in a Multicultural PlaceMaria Cooper and Helen Hedges6. Placing the Child’s Hands on the Land: Conceptualizing, Creating, and Implementing Land-Based Teachings in a Play Space Lori Huston and Stephanie Michano-Drover7. Negotiating a Place to Belong in an Aotearoa New Zealand PlaygroupMary M. Jacobs8. The Importance of the Land, Language, Culture, Identity, and Learning in Relation for Indigenous ChildrenJeffrey Wood9. If Writing Floats "on a Sea of Talk," How Best to Harness the Waves and Currents of Place and Play?Judy M. Parr10. Scaffolding Community Literacy Practices in Kindergarten ClassroomsNicola Friedrich11. Children’s Engagement and Inquiry in Outdoors Contexts as Play- and Place-Based LearningGisela Wajskop12. Enriching Learning with the Richness Around UsChristine Portier13. Exploring Urban Place-Based Play as a Stimulus for "Language in Action" and "Language as Reflection"Janet Scull and Kim O’Grady14. The Key Role of the Educator as a Conversational Partner in Play- and Place-Based LearningJanice Greenberg and Sharon Walker15. Language Learning in the Garden: Discoveries from a Collaboration in a North-Central Saskatchewan Indigenous CommunityLaureen J. McIntyre, Laurie-ann M. Hellsten, and Tyler Bergen16. Conclusion: Questions and Implications Arising from Playce-Based Learning in Communities across Four ContinentsShelley Stagg Peterson17. Places and Players: An Afterword Michael Corbett Contributors Index