Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills
Data(s) |
01/01/2015
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Resumo |
Purpose: This study investigated if the quality of pre-school children's pretend play predicted their semantic organization and narrative re-telling ability when they were in early primary school. It was hypothesized that the elaborateness of a child's play and the child's use of symbols in play were predictors of their semantic organization and narrative re-tell scores of the School Age Oral Language Assessment. Method: Forty-eight children were assessed using the Child-Initiated Pretend Play Assessment when they were aged 4-5 years. Three-to-five years after this assessment their semantic organization and narrative re-telling skills were assessed. Results: Results indicate that the elaborateness of a child's play and their ability to use symbols was predictive of semantic organization skills. Use of symbols in play was the strongest play predictor of narrative re-telling skills. The quality of a pre-school child's ability to elaborate complex sequences in pretend play and use symbols predicted up to 20% of a child's semantic organization and narrative re-telling skills up to 5 years later. Conclusions: The study provides evidence that the quality of pretend play in 4-5 year olds is important for semantic organization and narrative re-telling abilities in the school-aged child. |
Identificador | |
Idioma(s) |
eng |
Publicador |
Informa Healthcare |
Relação |
http://dro.deakin.edu.au/eserv/DU:30069877/stagnitti-qualityof-inpress-2014.pdf http://dro.deakin.edu.au/eserv/DU:30069877/stagnitti-qualityofpre-2015.pdf http://www.dx.doi.org/10.3109/17549507.2014.941934 http://www.ncbi.nlm.nih.gov/pubmed/25158605 |
Direitos |
2014, Speech Pathology Association of Australia |
Palavras-Chave | #Pretend play #narrative re-tell #semantic organization |
Tipo |
Journal Article |