Self-regulation and language skills of 4- to 5-year-old children with English as an additional language before and after a guided play intervention as measured by teacher reports and cognitive batteries

There has been increasing interest in pretend play and children’s cognitive development. This study examines the efficacy of a guided pretend play intervention on the self-regulation, language, and pre-literacy skills of 4- to 5-year-olds. The sample consisted of 151 children who were randomized into two groups: (a) Guided pretend play; and (b) Art activities. A third typical curriculum group was also included in the study. The intervention included sixteen 30-minute sessions in groups of five children. Each session included: (1) storybook reading; (2) role-playing; and (3) review. During storybook reading explicit phonological awareness and vocabulary instruction were provided for target words. Role-playing involved giving children props to partake in guided pretend play. Review involved revising the phonological awareness and vocabulary of the target words. The findings show that children in the guided pretend play group had significantly greater improvement in their phonological awareness skills post-intervention compared to children who were exposed to typical curriculum.

Name dc:type.qualificationname

Doctor of Philosophy (PhD)

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

University of Cambridge

Year dc:date.issued

2019

Author dc:creator

• Paes, Tanya

Advisor dc:contributor.advisor

• Ellefson, Michelle

• play
• self-regulation
• language
• intervention
• guided play

Licence

• https://www.repository.cam.ac.uk/bitstreams/05475bf8-5e30-41c3-85d5-1ca290b35a4f/download
• https://www.rioxx.net/licenses/all-rights-reserved/

Language dc:language

eng

DOI dc:identifier.doi

https://doi.org/10.17863/CAM.55012

OAI identifier oai:identifier

oai:www.repository.cam.ac.uk:1810/307919