A play and language intervention for two-year-old children

Implications for improving play skills and language

Julie Conner, Lisa Kelly-Vance, Brigette Ryalls, Mary Friehe

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The purpose of this study was to develop an intervention for 2-year-old children to enhance play and language skills. The intervention was implemented over a 4-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set. Participants included 10 children, all age 2, who attended a child care center. Five participants received the play intervention, and five were used as comparison. All children were assessed using the Play in Early Childhood Evaluation System (PIECES), the Preschool Language Scale (PLS), and a Vocabulary Assessment. The results of this study showed that children who received the intervention increased pretend play more than the comparison group and also increased comprehension and expressive communication skills more than the comparison group. Implications for early childhood educators and parents are discussed.

Original languageEnglish (US)
Pages (from-to)221-237
Number of pages17
JournalJournal of Research in Childhood Education
Volume28
Issue number2
DOIs
StatePublished - Apr 3 2014

Fingerprint

Language
language
childhood
Play and Playthings
Vocabulary
toy
Child Care
communication skills
child care
reinforcement
Reading
vocabulary
comprehension
parents
Group
Parents
Communication
educator
evaluation

Keywords

  • Early childhood
  • Language development
  • PIECES
  • Play intervention

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

A play and language intervention for two-year-old children : Implications for improving play skills and language. / Conner, Julie; Kelly-Vance, Lisa; Ryalls, Brigette; Friehe, Mary.

In: Journal of Research in Childhood Education, Vol. 28, No. 2, 03.04.2014, p. 221-237.

Research output: Contribution to journalArticle

@article{1f88e55ef0d743a7b496773fb430e638,
title = "A play and language intervention for two-year-old children: Implications for improving play skills and language",
abstract = "The purpose of this study was to develop an intervention for 2-year-old children to enhance play and language skills. The intervention was implemented over a 4-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set. Participants included 10 children, all age 2, who attended a child care center. Five participants received the play intervention, and five were used as comparison. All children were assessed using the Play in Early Childhood Evaluation System (PIECES), the Preschool Language Scale (PLS), and a Vocabulary Assessment. The results of this study showed that children who received the intervention increased pretend play more than the comparison group and also increased comprehension and expressive communication skills more than the comparison group. Implications for early childhood educators and parents are discussed.",
keywords = "Early childhood, Language development, PIECES, Play intervention",
author = "Julie Conner and Lisa Kelly-Vance and Brigette Ryalls and Mary Friehe",
year = "2014",
month = "4",
day = "3",
doi = "10.1080/02568543.2014.883452",
language = "English (US)",
volume = "28",
pages = "221--237",
journal = "Journal of Research in Childhood Education",
issn = "0256-8543",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

TY - JOUR

T1 - A play and language intervention for two-year-old children

T2 - Implications for improving play skills and language

AU - Conner, Julie

AU - Kelly-Vance, Lisa

AU - Ryalls, Brigette

AU - Friehe, Mary

PY - 2014/4/3

Y1 - 2014/4/3

N2 - The purpose of this study was to develop an intervention for 2-year-old children to enhance play and language skills. The intervention was implemented over a 4-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set. Participants included 10 children, all age 2, who attended a child care center. Five participants received the play intervention, and five were used as comparison. All children were assessed using the Play in Early Childhood Evaluation System (PIECES), the Preschool Language Scale (PLS), and a Vocabulary Assessment. The results of this study showed that children who received the intervention increased pretend play more than the comparison group and also increased comprehension and expressive communication skills more than the comparison group. Implications for early childhood educators and parents are discussed.

AB - The purpose of this study was to develop an intervention for 2-year-old children to enhance play and language skills. The intervention was implemented over a 4-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set. Participants included 10 children, all age 2, who attended a child care center. Five participants received the play intervention, and five were used as comparison. All children were assessed using the Play in Early Childhood Evaluation System (PIECES), the Preschool Language Scale (PLS), and a Vocabulary Assessment. The results of this study showed that children who received the intervention increased pretend play more than the comparison group and also increased comprehension and expressive communication skills more than the comparison group. Implications for early childhood educators and parents are discussed.

KW - Early childhood

KW - Language development

KW - PIECES

KW - Play intervention

UR - http://www.scopus.com/inward/record.url?scp=84897144963&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84897144963&partnerID=8YFLogxK

U2 - 10.1080/02568543.2014.883452

DO - 10.1080/02568543.2014.883452

M3 - Article

VL - 28

SP - 221

EP - 237

JO - Journal of Research in Childhood Education

JF - Journal of Research in Childhood Education

SN - 0256-8543

IS - 2

ER -