Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas

Australian Journal of Early Childhood

Volumn 36, Issue 4, 2011, Pages 120-130

  Reynolds, Emily ^a   Stagnitti, Karen ^a   Kidd, Evan ^b,c  

^a DEAKIN UNIVERSITY   (Australia)

^b LA TROBE UNIVERSITY   (Australia)

^c UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84878402222     PISSN: 03125033     EISSN: None     Source Type: Journal    
DOI: 10.1177/183693911103600416     Document Type: Article

References (35)

1. Allen, L., Leitao, S., & Donovan, M. (1993). School Age Oral Language Assessment (SAOLA) Manual. South Fremantle: Language-Learning Materials, Research and Development Co Pty Ltd.
2. Australian Bureau of Statistics (2001). SEIFA Socio-Economic Indexes for Areas. Retrieved from http://www.abs.gov.au/ websitedbs/D3310114.nsf/home/Seifa_entry_page.
3. Baumer, S., Ferholt, B., & Lecusay, R. (2005). Promoting narrative competence through adult-child joint pretense: Lessons from the Scandinavian educational practice of playworld. Cognitive Development, 20, 576-590.
4. Christie, J. F., & Roskos, K. A. (2006). Standards, science, and the role of play in early literacy education. In D. G. Singer, R. M. Golinkoff & K. Hirsh-Pasek (Eds), Play = learning. How play motivates and enhances children's cognitive and socialemotional growth (pp. 57-73). New York: Oxford University Press.
5. Dickinson, D., & Tabors, P. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H. Brookes.
6. Doswell, G., Lewis, V., Sylva, K., & Boucher, J. (1994). Validation data on the Warwick Symbolic Play Test. European Journal of Disorders of Communication, 29, 289-298.
7. Fantuzzo, J. W., Sutton-Smith, B., Coolahan, K., Manz, P., Canning, S., & Debnom, D. (1995). Assessment of preschool play interaction behaviours in young low income children: Penn Interactive Peer Play Scale (PIPPS). Early Childhood Research Quarterly, 10, 105-120.
8. Fantuzzo, J. W., Weiss, A. D., Atkins, M., Meyers, R., & Noone, M. (1998). A contextually relevant assessment of the impact of child maltreatment on the social competencies of low-income urban children. Journal of the American Academy of Child and Adolescent Psychiatry, 37(11), 1201-1212.
9. Hampton, V., & Fantuzzo, J. W. (2003). The validity of the Penn Interactive Peer Play Scale (PIPPS) with urban, low-income kindergarten children. School Psychology Review, 32(1), 77-91.
10. Howes, C., & Matheson, C. C. (1992). Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 28(5), 961-974.
11. Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23(3), 99-113.
12. Korat, O., Bahar, E., & Snapir, M. (2002/2003). Sociodramatic play as opportunity for literacy development: The teacher's role. The Reading Teacher, 56(4), 386-393.
13. Lantz, J. F., Nelson, J. M., & Loftin, R. L. (2004). Guiding children with autism in play: Applying the integrated play group model in school settings. Teaching Exceptional Children, 37, 8-14.
14. Lewis, V., Boucher, J., Lupton, L., & Watson, S. (2000). Notes and discussion: Relationship between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language and Communication Disorders, 35(1), 117-127.
15. Lewis, V., Boucher, J., & Astell, A. (1992). The assessment of symbolic play in young children: a protype test. European Journal of Disorders of Communications, 27, 231-245.
16. McCune, L. (1995). A normative study of representational play at the transition to language. Child Development, 31, 198-206.
17. Moore, M., & Russ, S. W. (2006). Pretend play as a resource for children: Implications for pediatricians and health professionals. Journal of Developmental and Behavioral Pediatrics, 27(3), 237-248.
18. Nicolopoulou, A. (2005). Play and narrative in the process of development: Commonalities, difference, and interrelations. Cognitive Development, 20, 495-502.
19. Nicolopoulou, A., McDowell, J., & Brockmeyer, C. (2006). Narrative play and emergent literacy: Storytelling and storyacting meet journal writing. In D. G. Singer, R. M. Golinkoff & K. Hirsh-Pasek (Eds), Play = learning. How play motivates and enhances children's cognitive and social-emotional growth (pp. 124-144). New York: Oxford University Press.
20. Paul, R., Hernandez, R., Taylor, L., & Johnson, K. (1996). Narrative development in late talkers: Early school age. Journal of Speech and Hearing Research, 39, 1295-1303.
21. Pellegrini, A., & Galda, L. (1993). Ten years after: A reexamination of symbolic play and literacy research. Reading Research Quarterly, 28, 163-175.
22. Russ, S. W. (1998). Play, creativity, and adaptive functioning: Implications for play interventions. Journal of Clinical Child Psychology, 27(4), 469-480.
23. Saracho, O. N. (2002). Teachers' roles in promoting literacy in the context of play. Early Child Development and Care, 172(1), 23-34.
24. Smilansky, S. (1968). The effects of sociodramatic play on disadvantaged preschool children. New York: Wiley.
25. Sook-Yi, K. (1999). The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall. Child Study Journal, 29(3), 175-192.
26. Stagnitti, K., Rodger, S., & Clarke, J. (1997). Determining gender-neutral toys for assessment of preschool children's imaginative play. Australian Occupational Therapy Journal, 44, 119-131.
27. Stagnitti, K. (2007). Child-Initiated Pretend Play Assessment (ChIPPA) Manual and Kit. Melbourne: Co-ordinates Publications.
28. Stagnitti, K. (2010). Helping preschool and kindergarten teachers foster play in the classroom. In A. A. Drewes & C. E. Schaefer (Eds), School Based Play Therapy (2nd edn). New York: John Wiley & Sons.
29. Stagnitti, K., & Unsworth, C. (2004). The test-retest reliability of the Child-Initiated Pretend Play Assessment. American Journal of Occupational Therapy, 58(1), 93-99.
30. Stagnitti, K., Unsworth, C., & Rodger, S. (2000). Development of an assessment to identify play behaviours that discriminate between the play of typical preschoolers and preschoolers with pre-academic problems. Canadian Journal of Occupational Therapy, 6, 29-32.
31. Thornton, L., & Brunton, P. (2005). Understanding the Reggio approach: Reflections on the early childhood experience of Reggio Emilia. London: David Fulton.
32. Uren, N., & Stagnitti, K. (2009). Pretend play, social competence and involvement in children aged 5-7 years: The concurrent validity of the Child-Initiated Pretend Play Assessment. Australian Occupational Therapy Journal, 56, 33-40.
33. Walker, K. (2007). Play matters. Engaging children in learning: The Australian developmental curriculum. A play and project based philosophy. Camberwell: Australian Council for Educational Research Ltd.
34. Wilson, L. (2008). Reflections on five decades in education. Professional Voice, 6(2), 45-50.
35. Wood, E. (1999). The impact of the National Curriculum on play in reception classes. Educational Research, 41(1), 11-22.