Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Dennis Triplett
Committee Member
Anne Joslin
Committee Member
Barbara Packer
Keywords
architects, block play, builders, child-to-child speech, communication, constructive play, countywide Early Head Start Program, delayed speech, Early Learning Accomplishment Profile, Early LAP, expressive language, language acquisition, language development, language skills, oral language, play-based learning, preschool children, self-directed play, social interaction, spontaneous speech, vocabulary development, vocabulary size, young children
Abstract
This applied dissertation was designed to increase the vocabulary size and frequency of spontaneous child-to-child speech of children 24 to 36 months in a countywide Early Head Start Program. Additionally, this applied dissertation was designed to increase the number of children 24 to 36 months exhibiting age appropriate language skills as assessed by the Early Learning Accomplishment Profile (Early Lap). Research indicates that the context in which children learn and interact influences the frequency with which they use spoken language to communicate with each other.
Children in the experimental group interacted socially while engaged in self-directed constructive play in an enhanced block area. This area encouraged children to examine and explore as they used their imaginations to become builders and architects. Materials in this area included rainbow blocks, Legos, Lego table, soft unit blocks, large soft interlocking blocks, foam blocks, cardboard blocks, bead blocks, push toys, and carpet with various farm and road scenes. All children participated in daily planned language experiences in the classroom.
At the end of the intervention period in May 2003, an analysis of the data revealed that there was an increase in children’s vocabulary size and frequency of spontaneous child-to-child speech. When comparing the results achieved by the experimental and control groups, the means of the difference for vocabulary size was 11.8 utterances and 6.7 spontaneous child-to-child utterances per 30-minute play period. Early Lap results further revealed an overall increase of 300% of the children in the experimental group assessed at the age appropriate interval when compared to the control group on the end of the assessment.