Exploring the role of language development in young children’s unstructured play narratives

Abstract

Young children's language skills are crucial in facilitating effective communication during play. Productive language, also known as expressive language, allows children to use language effectively to express themselves verbally. It involves using grammar, vocabulary, and syntax to convey thoughts, ideas, and emotions to others. Developing productive language skills is a critical aspect of cognitive development during childhood. When children engage in play, they often verbalize their ideas and actions, reinforcing their language skills. However, if a child's productive language skills are not as developed, they may need help to express themselves and communicate effectively with their play partners. This can be particularly challenging if the child's primary language is not English. Such difficulties can lead to frustration and disengagement during playtime.

In a recent experimental study, we examined the interactive play sessions of 40 children aged 4 to 5 and investigated the relationship between their language skills, home language, and play narratives. The study involved two sets of toys: a box of loose parts made up of various naturally occurring and manufactured open-ended materials and a set of limited-purpose toys consisting of percussion instruments. Children were involved in two unstructured play sessions. During the play sessions, we recorded the children’s verbalizations during the play sessions and measured their language skills using the Wechsler Preschool and Primary Scale of Intelligence. The research question guiding our study was, “How does a child’s verbal language impact their play?” In this presentation, we will discuss the influence of a child’s language skills; home language may affect their play narratives.

Faculty Mentor: Dr. Ozlem Cankaya