Teachers’ Responsiveness to Preschoolers’ Utterances in Sociodramatic Play

Meacham, Sohyun; Vukelich, Carol; Han, Myae; Buell, Martha

doi:10.1080/10409289.2015.1057461

Cited by 13 publications

(13 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the last three sessions, it is expected that children will more independently reinvest (through pretend play) the tools transmitted in previous sessions where the level of assistance is more important (Wood, Bruner, & Ross, 1976/2006). The pretend play is also scaffolded by the teacher with external interventions (encouragement, questions, emotional support), internal interventions (participation of the teacher in the play by adopting a role), and the use of pretend talk language (Meacham, Vukelich, Han, & Buell, 2015).…”

Section: Methodsmentioning

confidence: 99%

The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children

Richard

Baud-Bovy

Clerc-Georgy

et al. 2020

British J of Psychology

View full text Add to dashboard Cite

The objective of this study was to evaluate the effects of a pretend play‐based training designed to promote the development of socio‐emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play‐based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while the control group (40 children) received no specific intervention. The programme was implemented by 5 teachers. The results show improvements in the ability to understand emotions in children who benefited from the training. These findings are discussed in the broader context of using this form of play as a privileged pedagogical tool to allow children to develop these competences.

show abstract

Section: Methodsmentioning

confidence: 99%

The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children

Richard

Baud-Bovy

Clerc-Georgy

et al. 2020

British J of Psychology

View full text Add to dashboard Cite

show abstract

“…The moderating effect of demographic characteristics of children (i.e., age, gender) has been supported by study findings as well (Pellegrini & Galda, 1991;Smith, 2007;Westerlund & Lagerberg, 2008). Furthermore, studies have also illustrated the importance and differences on the role of adults (Banerjee, Alsalman, & Alqafari, 2016;Howes & Matheson, 1992;Kim & Kim, 2017;Meacham, Vukelich, Han, & Buell, 2016), which was the next moderator. In this paper we coded the roles as "passive" when adults were present for only observation or not present, and "active" when adults directed or guided children's play.…”

Section: The Present Studymentioning

confidence: 65%

Pretend Play and Early Literacy Development Among Preschool Children: A Meta-Analysis

Kim¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

Studies have shown that pretend play is important for children's emergent literacy development. However, there has been a lack of consistency across studies, pointing to the potential of a meta-analysis for organizing the studies into a common paradigm. The current meta-analysis systematically investigated 25 existing empirical studies that had examined the associations between pretend play and early literacy among preschool children. Results showed an overall magnitude of the association to be r = .36, and also showed that several factors, such as children's play types, tended to impact the association. This study has determined the strength of the research foundation supporting inclusion of pretend play in preschool classrooms and has charted future research on the pretend play-literacy in the early childhood research field.

show abstract

“…Researchers have also found that, during play, teachers did not introduce sophisticated words or define these words (Grifenhagen, Barnes, Collins, & Dickinson, 2017). Additional research is needed regarding the relation between teacher behaviors and child language use during play (Meacham, Vukelich, Han, & Buell, 2016).…”

Section: Facilitating Vocabulary Learning In Play Contextsmentioning

confidence: 99%

The Relation Between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes

McLeod

Kaiser

Hardy

2018

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

Although extensive research exists on vocabulary instruction during book reading in preschool classroom, comparatively little research has been conducted on vocabulary exposure in classroom play contexts and child vocabulary outcomes. The purpose of this study was to examine Head Start teacher and child vocabulary use in dyadic play sessions and the relation between teachers’ vocabulary use and children’s vocabulary outcomes. One Enhanced Milieu Teaching (EMT) session for each of 53 teacher–child dyads was transcribed and coded for teacher use of target and sophisticated vocabulary, use of teacher strategies to support vocabulary development, and child use of vocabulary. Descriptive data indicate variability for both teacher and child vocabulary use in the play sessions. Both teacher total number of vocabulary words and vocabulary supports were significantly related to child vocabulary use within sessions. Implications for practice are discussed.

show abstract

Teachers’ Responsiveness to Preschoolers’ Utterances in Sociodramatic Play

Cited by 13 publications

References 48 publications

The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children

The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children

Pretend Play and Early Literacy Development Among Preschool Children: A Meta-Analysis

The Relation Between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes

Contact Info

Product

Resources

About