An Investigation into the Effect of Play-Based Instruction on the Development of Play Skills and Oral Language

Autor/inn/en	Stagnitti, Karen; Bailey, Alison; Hudspeth Stevenson, Edwina; Reynolds, Emily; Kidd, Evan
Titel	An Investigation into the Effect of Play-Based Instruction on the Development of Play Skills and Oral Language
Quelle	In: Journal of Early Childhood Research, 14 (2016) 4, S.389-406 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X15579741
Schlagwörter	Investigations; Play; Oral Language; Foreign Countries; Quasiexperimental Design; Experimental Groups; Control Groups; Preschool Children; Preschool Education; Elementary School Students; Correlation; Statistical Analysis; Multivariate Analysis; Personal Narratives; Hypothesis Testing; Intelligence Quotient; Intelligence Tests; Australia; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Untersuchung; Spiel; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Statistische Analyse; Multivariate Analyse; Erlebniserzählung; Hypothesenprüfung; Hypothesentest; Intelligenzquotient; Intelligence test; Intelligenztest; Australien
Abstract	The current study investigated the influence of a play-based curriculum on the development of pretend play skills and oral language in children attending their first year of formal schooling. In this quasi-experimental design, two groups of children were followed longitudinally across the first 6 months of their first year at school. The children in the experimental group were attending a school with a play-based curriculum; the children in the control group were attending schools following a traditional curriculum. A total of 54 children (Time 1 M[subscript age] = 5;6, range: 4;10-6;2 years) completed standardised measures of pretend play and narrative language skills upon school entry and again 6 months later. The results showed that the children in the play-based group significantly improved on all measures, whereas the children in the traditional group did not. A subset of the sample of children (N = 28, Time 1 M[subscript age] = 5;7, range: 5;2-6;1) also completed additional measures of vocabulary and grammar knowledge, and a test of non-verbal IQ. The results suggested that, in addition to improving play skills and narrative language ability, the play-based curriculum also had a positive influence on the acquisition of grammar. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01