scholarly journals Symbolic play provides a fertile context for language development

Infancy ◽  
2021 ◽  
Author(s):  
Noëlie Creaghe ◽  
Sara Quinn ◽  
Evan Kidd
Keyword(s):  
Language Development ◽  
Symbolic Play

Language Development and Symbolic Play in Children With and Without Familial Risk for Dyslexia

2001 ◽  
Vol 44 (4) ◽  
pp. 873-885 ◽  
Author(s):  
Paula Lyytinen ◽  
Anna-Maija Poikkeus ◽  
Marja-Leena Laakso ◽  
Kenneth Eklund ◽  
Heikki Lyytinen
Keyword(s):  
Language Development ◽  
Familial Risk ◽  
Symbolic Play

Play-Language Relationships in Young Children With Developmental Delays

1991 ◽  
Vol 34 (1) ◽  
pp. 112-122 ◽  
Author(s):  
Marianne D. Kennedy ◽  
Margaret K. Sheridan ◽  
Sara H. Radlinski ◽  
Marjorie Beeghly
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Language Development ◽  
Clinical Assessment ◽  
Developmental Delays ◽  
Free Play ◽  
Symbolic Play ◽  
Language Behavior ◽  
Normal Language

The purpose of this longitudinal study was to determine whether the reported parallels between symbolic play and normal language development were evidenced in 6 children with developmental delays of varying etiologies. Subjects’ play and language behavior over a 6-month period was videotaped and analyzed during free play and modeling tasks. Although results supported the correspondences previously reported between normal language development and symbolic play, the variability across observations in the present subjects was more marked than expected. Implications for clinical assessment are discussed.

Early language and nonverbal representation: a reassessment

1981 ◽  
Vol 8 (3) ◽  
pp. 541-563 ◽  
Author(s):  
Edy Veneziano
Keyword(s):  
Language Development ◽  
Symbolic Play ◽  
Early Language ◽  
Reciprocal Interaction ◽  
Verbal Representation ◽  
The Relationship ◽  
Familiar Person ◽  
The Way

ABSTRACTThe relationship between language development and the development of non-verbal representation was studied longitudinally in six children. Language development is evaluated interactionally by considering not only the form and usage of a child's sounds but also the way a familiar person allows those sounds to function as instances of words belonging to the frequently revised language proper to the child–adult pair. Non-verbal representation, studied in a symbolic play situation, presents different behavioural levels, showing close synchrony with a large increase observed in language development. The results are taken as suggestive of an inter-relational hypothesis between language and non-verbal representation, and an interpretation in terms of reciprocal interaction is proposed.

Symbolic Play and Early Language Development in Normal and Mentally Retarded Children

1983 ◽  
Vol 26 (3) ◽  
pp. 404-411 ◽  
Author(s):  
Michael W. Casby ◽  
Kenneth F. Ruder
Keyword(s):  
Language Development ◽  
Mentally Retarded ◽  
Symbolic Play ◽  
Stage I ◽  
Early Language ◽  
High Positive Correlation ◽  
Object Condition ◽  
Early Language Development ◽  
Strong Correlate ◽  
Mentally Retarded Children

This study investigated the relationship of early language development and symbolic play behaviors in normal and mentally retarded children. Piaget' type IIA symbolic play, the ability to represent one object with another, was assessed by employing an object stimulus gradient. Forty children served as subjects: 20 normal and 20 trainable mentally retarded youngsters, 10 each at MLU Stage Pre-I and MLU Stage I. The results of a three-way ANOVA revealed significant main effects of MLU Stage and object condition and a significant interaction of MLU by object condition. The MLU Stage Pre-I children demonstrated significantly more restricted symbolic play than did the MLU Stage I children regardless of developmental status. A Pearson product-moment correlation between MLU and mean symbolic play score showed a high positive correlation between the two variables. Symbolic play which involves the use of one object to represent another was found to be a strong correlate of early language development.

Speech and Language Development in Preschool Twins

1987 ◽  
Vol 36 (2) ◽  
pp. 213-223 ◽  
Author(s):  
D.A. Hay ◽  
M. Prior ◽  
S. Collett ◽  
M. Williams
Keyword(s):  
Language Development ◽  
Twin Study ◽  
Expressive Language ◽  
Symbolic Play ◽  
Intervention Programs ◽  
Reading Problems ◽  
Verbal Comprehension ◽  
Mental Maturity ◽  
Speech And Language Development

AbstractWhile language, articulation and reading problems have been well documented in young twins, it is not clear how extensive such problems can be or how early in childhood they become evident. At the age of 30 months, twin boys in the La Trobe Twin Study were 8 months behind matched singletons and twin girls on expressive language and 6 months behind on verbal comprehension. They were also 5 months behind on symbolic play and this delay was closely related to language. “Secret” language characterised most of the twin boys but not the girls and the relation of this to articulation delays is discussed. To examine if exposure to other children helps the twin boys, 38-53 month old twins and singletons were matched on the Columbia Mental Maturity Scale at the time of starting preschool. The twin boys had more articulation problems and all twins scored much lower on a Sociability questionnaire completed by the teacher. After 8 months at preschool, all children had advanced in Sociability, but the twins remained just as far behind with poor Sociability relating to poor articulation. The role of intervention programs is discussed.

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