A Play and Language Intervention for Two-Year-Old Children: Implications for Improving Play Skills and Language

Conner, Julie; Kelly-Vance, Lisa; Ryalls, Brigette Oliver; Friehe, Mary J.

doi:10.1080/02568543.2014.883452

Cited by 12 publications

(11 citation statements)

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“…Research has shown that a variety of activities may be beneficial for children's language development. For example, book reading (Dickinson & Tabors, 2001;NELP, 2008;Swanson et al, 2011), cognitively challenging talk (Cabell, Justice, McGinty, DeCoster, & Forston, 2015;Dickinson & Porche, 2011;Dickinson & Tabors, 2001;Rydland, Grøver, & Lawrence, 2014;Smith & Dickinson, 1994), direct vocabulary training (Coyne et al, 2010;Elleman, Lindo, Morphy, & Compton, 2009) and play (Conner, Kelly-Vance, Ryalls, & Friehe 2014;Craig-Unkefer & Kaiser, 2002 are shown to be positive for children's language and early reading skills.…”

Section: Evidence Of Beneficial Language Activitiesmentioning

confidence: 99%

“…Using play as a way or method to stimulate language development may therefore be motivating and beneficial. Language and play are related (Craig-Unkefer & Kaiser, 2002;Conner et al, 2014;Rescorla & Goossens, 1992) and from approximately two years of age, both language and play become increasingly complex (Conner et al, 2014;Rescorla & Goossens, 1992). Tamis-LeMonda and Bornstein (1994) found that symbolic play was related to language comprehension at the age of 13 months and to semantic diversity in language by age 20 months.…”

Section: Evidence Of Beneficial Language Activitiesmentioning

confidence: 99%

“…They found that the amount of time children spent playing predicted growth of vocabulary. A few interventions focusing on both language and play have been conducted with young children (Conner et al, 2014;Craig-Unkefer & Kaiser, 2002. Generally, these studies suggest that it may be possible to boost young children's (i.e., age two and up) development of play and development of language by working intensively with these areas for a longer period.…”

Section: Evidence Of Beneficial Language Activitiesmentioning

confidence: 99%

“…Generally, these studies suggest that it may be possible to boost young children's (i.e., age two and up) development of play and development of language by working intensively with these areas for a longer period. For instance, Conner et al (2014) implemented an intervention with 2-year-olds over a four-week period and included components of reading, modeling, and positive reinforcement of language and play. The results indicated that the trained children played more, and also increased their comprehension and expressive language skills, compared to the control group.…”

Section: Evidence Of Beneficial Language Activitiesmentioning

confidence: 99%

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Improving the Odds: Identifying Language Activities that Support the Language Development of Preschoolers with Poorer Vocabulary Skills

Hagen

2017

Scandinavian Journal of Educational Research

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The aim of the current study is to determine what language activities Norwegian preschool children took part in, and to examine whether these language activities predict children's language comprehension. We tested children (n = 134) with language measures at age 4/5 and age 5/6 and interviewed their teachers (n = 71) about the kinds of language activities the children engaged in during that school year. Teachers reported a variety of classroom language activities, ranging from informal language stimulation of everyday situations to more explicit language activities such as book reading, language games, vocabulary training and school preparation groups. Book reading every day significantly predicted children's language comprehension.

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Section: Evidence Of Beneficial Language Activitiesmentioning

confidence: 99%

Section: Evidence Of Beneficial Language Activitiesmentioning

confidence: 99%

Section: Evidence Of Beneficial Language Activitiesmentioning

confidence: 99%

Section: Evidence Of Beneficial Language Activitiesmentioning

confidence: 99%

See 2 more Smart Citations

Improving the Odds: Identifying Language Activities that Support the Language Development of Preschoolers with Poorer Vocabulary Skills

Hagen

2017

Scandinavian Journal of Educational Research

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“…Few of the existing interventions for preventive quality improvement in childcare specifically focus on the youngest children. Furthermore, most interventions have been narrow in their scope, targeting only single topics such as conduct problems [ 18 ], anxiety [ 19 ], or language problems [ 20 ], thereby limiting their effect on children’s mental health. We will therefore break new grounds by conducting a cluster randomized controlled trial (RCT) of a newly developed comprehensive intervention for promoting mental health among toddlers through quality-enhancement in childcare, the Thrive by Three [ 21 - 23 ].…”

Section: Introductionmentioning

confidence: 99%

A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three

Lekhal¹,

Drugli²,

Berg-Nielsen³

et al. 2020

JMIR Res Protoc

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Background Universal, high-quality childcare offers a unique opportunity to prevent developmental trajectories leading to mental health problems. Yet, growing evidence has shown that the process quality of Norwegian childcare centers varies considerably, and that research-based models for quality building are significantly lacking. Objective To examine whether a model for quality building in childcare centers, Thrive by Three, increases the quality of child–caregiver interactions, and promotes child development, well-being, and mental health. Methods The Thrive by Three study is a clustered randomized controlled trial involving 187 toddler groups in childcare centers across 7 municipalities within southern and central Norway. Each center is randomly allocated to the intervention or wait-list control group. Data are collected at 4 points: preintervention (T1), midway (T2), postintervention (T3), and 1-year postintervention (T4). Primary outcomes are changes in childcare quality measured by the Classroom Assessment Scoring System toddler version (CLASS), Student–Teacher Relationship Scale, Short Form (STRS-SF), and Life in Early Childhood Programs (LECP), as well as child development and mental health measured by The Brief Infant Toddler Social and Emotional Assessment (BITSEA, parent and teacher report), the Caregiver–Teacher Report Form (C-TRF), and Child Behavior Checklist (parent report) from the Achenbach System of Empirically Based Assessment (ASEBA) from 1.5 to 5 years, and child well-being measured by the Leiden Inventory for Child’s Well-Being in Day Care (LICW-D). Secondary outcomes are child cortisol levels, assessed in a subsample of 372 children. Results As of August 2020, a total of 1531 children and 769 staff from 187 toddler groups were recruited. Because of turnover, the recruitment of staff will be ongoing until August 2020. As of January 2020, the intervention group has been working with Thrive by Three for 1.5 years. Data at T1, T2, and T3 from both the intervention and control groups have been completed and T4 will be completed in August 2020. Conclusions This study makes an important contribution to the field of quality building in childcare centers. The results will provide greater insight into how high quality can be obtained and the effects of high-quality early childcare on child mental health. This in turn will be significant for policymakers and to the Norwegian society at large. Trial Registration ClinicalTrials.gov NCT03879733; https://clinicaltrials.gov/ct2/show/NCT03879733 and Norwegian Research Council 260624/H10; https://prosjektbanken.forskningsradet.no/#/project/NFR/260624/Sprak=en International Registered Report Identifier (IRRID) DERR1-10.2196/17726

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Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers

Jiménez

Haebig

Hills

2020

J Autism Dev Disord

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This study compares the lexical composition of 118 children with autism spectrum disorder (ASD) aged 12 to 84 months with 4626 vocabulary-matched typically developing toddlers with and without language delay, aged 8 to 30 months. Children with ASD and late talkers showed a weaker noun bias. Additionally, differences were identified in the proportion of nouns and verbs, and in the semantic categories of animals, toys, household items and vehicles. Most differences appear to reflect the extent of the age differences between the groups. However, children with ASD produced fewer high-social verbs than typical talkers and late talkers, a difference that might be associated with ASD features. In sum, our findings identified areas of overlap and distinction across the developing lexical profiles.

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A Play and Language Intervention for Two-Year-Old Children: Implications for Improving Play Skills and Language

Cited by 12 publications

References 20 publications

Improving the Odds: Identifying Language Activities that Support the Language Development of Preschoolers with Poorer Vocabulary Skills

Improving the Odds: Identifying Language Activities that Support the Language Development of Preschoolers with Poorer Vocabulary Skills

A Model of Intervention and Implementation of Quality Building and Quality Control in Childcare Centers to Strengthen the Mental Health and Development of 1-3–Year Olds: Protocol for a Randomized Controlled Trial of Thrive by Three

Identifying Areas of Overlap and Distinction in Early Lexical Profiles of Children with Autism Spectrum Disorder, Late Talkers, and Typical Talkers

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