Effects of Play Group Variables on Language Use by Preschool Children With Disabilities

Author:

McCABE JOAN ROTH,JENKINS JOSEPH R.,MILLS PAULETTE E.,DALE PHILIP S.,COLE KEVIN N.,PEPLER LINDA1

Affiliation:

1. University of Washington

Abstract

Two experiments addressed the effects of play group composition (segregated or integrated), type of play materials (functional, constructive, or dramatic), and group size (2 or 4 children) on the amount and diversity of peer-directed language used by preschool children with disabilities during play. Twenty-four children with disabilities, along with 12 peer playmates with disabilities and 12 typically developing playmates participated in each experiment. Dependent variables were rate of utterances, number of different words, and mean length of utterance transcribed from videotaped play sessions. Group composition and type of play materials had no significant effects. Group size had a significant multivariate effect on utterance rate and number of different words, with the children speaking more often when playing in dyads, but using more different words when playing in quartets.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Developmental and Educational Psychology,Pediatrics, Perinatology, and Child Health

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1. Adult/child ratio and group size in early childhood education or care to promote the development of children aged 0–5 years: A systematic review;Campbell Systematic Reviews;2022-05-04

2. "Stop. I See a Conflict Happening.";Proceedings of the 2018 ACM/IEEE International Conference on Human-Robot Interaction;2018-02-26

3. Teachers’ Responsiveness to Preschoolers’ Utterances in Sociodramatic Play;Early Education and Development;2015-09-04

4. Language of Children With Disabilities to Peers at Play;Journal of Early Intervention;2014-06

5. Preschool teachers’ questioning in sociodramatic play;Early Childhood Research Quarterly;2014

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