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Language of Children with Disabilities to Peers at Play: Impact of Ecology

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Title: Language of Children with Disabilities to Peers at Play: Impact of Ecology
Language: English
Authors: Mills, Paulette E., Beecher, Constance C., Dale, Philip S., Cole, Kevin N., Jenkins, Joseph R.
Source: Journal of Early Intervention. Jun 2014 36(2):111-130.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2014
Sponsoring Agency: Department of Education (ED)
Contract Number: H024V00002
Document Type: Journal Articles
Reports - Research
Education Level: Preschool Education
Early Childhood Education
Descriptors: Play, Peer Relationship, Ecology, Preschool Education, Preschool Children, Language Usage, Teacher Role, Interpersonal Communication, Vocabulary, Teaching Methods, Direct Instruction, Disabilities, Special Education, Video Technology, Audio Equipment, At Risk Students, Student Characteristics, Scores, Statistical Analysis, Correlation
Assessment and Survey Identifiers: McCarthy Scales of Childrens Abilities, Peabody Picture Vocabulary Test, Test for Auditory Comprehension of Language, Test of Early Language Development
DOI: 10.1177/1053815114561518
ISSN: 1053-8151
Abstract: Play is a significant aspect of preschool curricula. We report two studies that examine the effects of play-related variables: length of free play, type of language instructional approach, degree of structure of free play, and amount of teacher involvement in communication with peers. For each study, we target three dependent variables: rate of utterances, vocabulary diversity, and mean length of utterance. In the first study, neither vocabulary diversity nor language complexity differed between the first and second halves of free playtime, regardless of instructional approach. There was a small but significant decrease in the rate of utterances to peers in the second half of the play period with children in the direct language classroom. In the second study, children increased talking with peers and vocabulary diversity when the teacher structured the play situation but did not participate. Taken together, these two studies suggest that some teacher-provided structure may maximize the peer language interaction of young children with disabilities.
Abstractor: As Provided
Number of References: 53
Entry Date: 2015
Accession Number: EJ1048713
Database: ERIC
FullText Links:
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  Data: Language of Children with Disabilities to Peers at Play: Impact of Ecology
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  Data: <searchLink fieldCode="AR" term="%22Mills%2C+Paulette+E%2E%22">Mills, Paulette E.</searchLink><br /><searchLink fieldCode="AR" term="%22Beecher%2C+Constance+C%2E%22">Beecher, Constance C.</searchLink><br /><searchLink fieldCode="AR" term="%22Dale%2C+Philip+S%2E%22">Dale, Philip S.</searchLink><br /><searchLink fieldCode="AR" term="%22Cole%2C+Kevin+N%2E%22">Cole, Kevin N.</searchLink><br /><searchLink fieldCode="AR" term="%22Jenkins%2C+Joseph+R%2E%22">Jenkins, Joseph R.</searchLink>
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  Data: Play is a significant aspect of preschool curricula. We report two studies that examine the effects of play-related variables: length of free play, type of language instructional approach, degree of structure of free play, and amount of teacher involvement in communication with peers. For each study, we target three dependent variables: rate of utterances, vocabulary diversity, and mean length of utterance. In the first study, neither vocabulary diversity nor language complexity differed between the first and second halves of free playtime, regardless of instructional approach. There was a small but significant decrease in the rate of utterances to peers in the second half of the play period with children in the direct language classroom. In the second study, children increased talking with peers and vocabulary diversity when the teacher structured the play situation but did not participate. Taken together, these two studies suggest that some teacher-provided structure may maximize the peer language interaction of young children with disabilities.
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