The language of play
Developing preschool vocabulary through play following shared book-reading
Bibliographic Data
| ID | 12136206 |
|---|---|
| Authors | Tamara Spiewak Toub (0009-0005-7406-4212, Temple University), Brenna Hassinger‐da (0000-0002-1183-0646, Temple University, corresponding author), Kimberly T Nesbitt (0000-0002-1547-284X, Vanderbilt University), Hande Ilgaz (0000-0003-2785-6717, Temple University), Deena Skolnick Weisberg (0000-0002-4000-4941, Temple University), Kathy Hirsh‐pasek (0000-0003-2947-4544, Temple University), Roberta Michnick Golinkoff (0000-0003-3299-9720, University of Delaware), Ageliki Nicolopoulou (0000-0003-1514-2768, Lehigh University), David K Dickinson (0000-0002-1162-9504, Vanderbilt University) |
| Year | 2018 |
| Volume | 45 |
| Pages | 1-17 |
| Publication date | 2018-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2018.01.010 |
| OpenAlex | W2805625993 |
| Language | EN |
| Citations received | 35 |
| References cited | 67 |
Developmental psychology · Intervention (counseling · Linguistics · Reading (process · Test (biology · Vocabulary · Vocabulary development · Child and Animal Learning Development · Child Development and Digital Technology · Early Childhood Education and Development · Psychology
Story dramas
Play-Based Learning in Early Childhood Education
Pre-service early childhood teachers’ perceptions of their playfulness and inquisitiveness
Using Vygotsky’s sociocultural theory to explore ethnic cultural representation in Taiwanese preschool children’s play
Experiential play training transforms elementary educators into play advocates
Observation of Student and Teacher Behaviors during a Preliminary Active Playful Learning Intervention in Kindergarten Classrooms
Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting
Developmental play-based assessment in early childhood education
Teacher–Child Interactions During Toy Play and Book Sharing
The Effectiveness of the Interactive Book Reading on Primary School Students’ Images of Scientists
Pedagogical conditions for the formation of senior preschool children’s foreign language competence
Can guidance during play enhance children’s learning and development in educational contexts? A systematic review and meta-analysis
Investigating the contributions of active, playful learning to student interest and educational outcomes
Education in the app store
Cues for word-learning during shared book-reading and guided play in preschool
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices
Comparing teaching practices, teacher content knowledge and pay in Punjab
Does play matter? Exploring Indian parental perception and its influence on childhood play
Professional development programmes on playful learning for early childhood teachers
Covid-19 lockdown and early vocabulary development
Beyond Book Reading
Feasibility and Acceptability of an Active Playful Learning Intervention for Kindergarten Teachers Using Instructional Coaching
A systematic review of word selection in early childhood vocabulary instruction
Building a cooperative child
Creating space for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry
Parents' roles and question‐asking during pretend and real activities
A meta-analysis of teacher language practices in early childhood classrooms
Implementation of Early Achievements for Childcare Providers
Text to talk
The Contribution of Play Experiences in Early Literacy
Building Lexical Representations With Nonverbal Supports
Early Literacy in Everyday Settings
Playful activities mitigate relations between parental mental health difficulties and child verbal outcomes
Making schools work
The Oxford Handbook of the Development of Play
Maternal Education and Measures of Early Speech and Language
Active‐Constructive‐Interactive
Guided Play
Putting Education in “Educational” Apps
Quality of early parent input predicts child vocabulary 3 years later
A Continuum of Play-Based Learning
Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry
Gesture's Role in Speaking, Learning, and Creating Language
Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities
Interactive Book Reading in Early Education
The effects of a language and literacy intervention on Head Start children and teachers.
Foundations for a New Science of Learning
Shared book reading
Added Value of Dialogic Parent–Child Book Readings
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction
The Equivalence of Learning Paths in Early Science Instruction
The Effects of Vocabulary Intervention on Young Children’s Word Learning
Universal Interventions
Taking Shape
Guided Play
Children’s Classroom Engagement and School Readiness Gains in Prekindergarten
Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds
An effective method for building meaning vocabulary in primary grades.
The Contribution of Early Communication Quality to Low-Income Children’s Language Success
Why Minimal Guidance During Instruction Does Not Work
The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary
Child-directed speech
Meaningful Differences in the Everyday Experience of Young American Children
Book reading and vocabulary development
The impact of pretend play on children's development
Preschool teachers’ questioning in sociodramatic play
Caregiver–child verbal interactions in child care
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms
Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students
Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development
Interpreting the early language trajectories of children from low-SES and language minority homes
Learning on hold
Longitudinal associations between executive functioning and academic skills across content areas
New evidence about language and cognitive development based on a longitudinal study
Oral language and code-related precursors to reading
The detailed age trajectory of oral vocabulary knowledge
| Unique citing works | 35 |
|---|---|
| Citations per year | 5 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 35 |