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 Scopus citations

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

Keywords

  • Early childhood
  • Language development
  • PIECES
  • Play intervention

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'A play and language intervention for two-year-old children: Implications for improving play skills and language'. Together they form a unique fingerprint.

  • Cite this