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Cavanaugh, D. et al. (1-01) Kindergarten Scores, Storytelling, Executive Function, and Motivation Improved through Literacy-Rich Guided Play (Journal Article)

Conner, J. et al. (2014) A Play and Language Intervention for Two-Year-Old Children: Implications for Improving Play Skills and Language (Journal Article)

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.

Date:
January 2014
Volume:
28
Page/s:
221-237
Synonyms:
  • Academic outcomes
  • Developmental outcomes
  • Exploratory play
  • Language
  • Peers play
  • Play assessment
  • Pretend play
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Neuroscience, . (2018) The Educated Brain Policy Brief for Infancy and Early Childhood (Manuscript)

Abstract:

This brief relates to the first seminar in a series of three around the theme of ‘The Educated Brain’. Each research seminar includes talks from leading
researchers and roundtable discussions about the links between research, policy and practice. Presentations at the first seminar on infancy and early
childhood focused on where interdisciplinary research can make progress in our understanding, with a focus on the developing brain of young children
including: scanning young brains; examining the concept of ‘school readiness’; learning through play; and learning in a stressful environment. Research
shows innovative methodologies and data collection being applied in studies such as tracking children’s movements through play and research-informed
practitioner tools such as the ‘school readiness questionnaire’. We focused on some areas for policy and practice that may be informed by developing
research in education and neuroscience.

Date:
January 2018
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