The language of play: developing preschool vocabulary through play following shared book-reading

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buir.contributor.authorIlgaz, Hande
dc.citation.epage17en_US
dc.citation.spage1en_US
dc.citation.volumeNumber45en_US
dc.contributor.authorToub, T. S.en_US
dc.contributor.authorHassinger-Das, B.en_US
dc.contributor.authorNesbitt, K. T.en_US
dc.contributor.authorIlgaz, Handeen_US
dc.contributor.authorWeisberg, D. S.en_US
dc.contributor.authorHirsh-Pasek, K.en_US
dc.contributor.authorGolinkoff, R. M.en_US
dc.contributor.authorNicolopoulou, A.en_US
dc.contributor.authorDickinson, D. K.en_US
dc.date.accessioned2019-02-21T16:01:32Z
dc.date.available2019-02-21T16:01:32Z
dc.date.issued2018en_US
dc.departmentDepartment of Psychologyen_US
dc.description.abstractTwo studies explored the role of play in a vocabulary intervention for low-income preschoolers. Both studies presented new vocabulary through book-readings. Study 1 children (N = 249; Mage = 59.19 months) were also randomly assigned to participate in Free Play, Guided Play, or Directed Play with toys relating to the books. Guided and Directed Play conditions involved different styles of adult support. Although children in all conditions showed significant gains in knowledge of target vocabulary words, children in both adult-supported conditions showed significantly greater gains than children experiencing Free Play. In Study 2, classroom teachers implemented our procedures instead of researchers. All children (N = 101; Mage = 58.65 months) reviewed half the vocabulary words through a hybrid of guided and directed play and half the words through a picture card review activity. Children showed significant pre- to post-test gains on receptive and expressive knowledge for both sets of taught words, but they also showed significantly greater expressive vocabulary gains for words reviewed through play. These results suggest that there are unique benefits of adult-supported play-based activities for early vocabulary growth.
dc.description.provenanceMade available in DSpace on 2019-02-21T16:01:32Z (GMT). No. of bitstreams: 1 Bilkent-research-paper.pdf: 222869 bytes, checksum: 842af2b9bd649e7f548593affdbafbb3 (MD5) Previous issue date: 2018en
dc.description.sponsorshipWe gratefully acknowledge fellow members of our research team, especially Molly Fuller Collins, Elizabeth B. Hadley, Katherine Newman, and Bretta Rivera, for their contributions during this research. This work was supported by the Institute of Education Sciences, U.S. Department of Education [Grant number R305A110128 to Vanderbilt University, Temple University, the University of Delaware, and Lehigh University]. Appendix A
dc.embargo.release2020-09-01en_US
dc.identifier.doi10.1016/j.ecresq.2018.01.010
dc.identifier.eissn1873-7706en_US
dc.identifier.issn0885-2006
dc.identifier.urihttp://hdl.handle.net/11693/49867
dc.language.isoEnglish
dc.publisherElsevier
dc.relation.isversionofhttps://doi.org/10.1016/j.ecresq.2018.01.010
dc.relation.projectUniversity of Delaware, UD - Institute of Education Sciences, IES - U.S. Department of Education, ED: R305A110128 - Vanderbilt University - Lehigh University
dc.source.titleEarly Childhood Research Quarterlyen_US
dc.subjectBook-readingen_US
dc.subjectLow-incomeen_US
dc.subjectPlayen_US
dc.subjectPreschool classroomsen_US
dc.subjectVocabularyen_US
dc.titleThe language of play: developing preschool vocabulary through play following shared book-readingen_US
dc.typeArticleen_US

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