The impact of language skills and social competence on play behaviour in toddlers

Stangeland, Elisabeth Brekke

doi:10.1080/1350293x.2016.1266224

Cited by 19 publications

(12 citation statements)

References 36 publications

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“…The relations between motor skills and the TRAS sections Interaction, Communication and Attention in our study are in line with the results of Giske et al (2018) and Stangeland (2017), who found comparable relations between motor skills, social skills and language in toddlers. The strongest correlation appears between Interaction and Recreational/playground skills.…”

Section: Discussionsupporting

confidence: 92%

“…The moderate correlation between Recreational/playground skills and Linguistic Awareness in preschool age (.30) corresponds with the findings of Becker et al (2014), Stangeland (2017), and Stangeland, Lundetrae and Reikerås (2018), which underscore the significance of participation in play for language development, as well as the findings of Bar-Haim and Bart (2006) and Giske et al (2018), who confirmed the relations between social competence and motor skills. Play in early age builds heavily on motor skills and communication with peers; children's play both requires and strengthens language (Dickinson & Porche, 2011).…”

Section: Discussionsupporting

confidence: 76%

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Relations between motor skills and language skills in toddlers and preschool-aged children

Reikerås

Moser

Tønnessen

2021

JASED

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The purpose of this longitudinal study is to (1) examine the relations between language and motorlife skills in toddlers and preschool-aged children (n = 646) in real-life situations; and (2) to explore how the level of motor-life skills in toddlers (2 years and 9 months, T1) is related to language skills at preschool age (4 years and 9 months, T2). Data were collected through structured observation during play and daily life activities (authentic assessment) by staff in Norwegian Early Childhood Education and Care institutions. The correlations between motor-life skills and language skills at T1 were significant but small (r = .12 to .29) and were somewhat stronger at T2 (r = .18 to .46). The correlation between motor-life skills at T1 and language skills at T2 (total score) was small (rho = .25) but significant. However, the subgroups with weak and strong motor-life skills at T1 differed significantly in language skills at T2 (effect size: .40). These findings support and complement previous research, which indicates significant relations between the level of motor-life skills in toddler age and language skills in preschool age.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 76%

Relations between motor skills and language skills in toddlers and preschool-aged children

Reikerås

Moser

Tønnessen

2021

JASED

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“…High quality work with mathematics in the ECECs is very important, particularly for children with a weak foundation (Clements et al 2014). In the ECECs, play is highly focused, and the relation between the level of play skills and the strength of language skills in toddlers has been reported (Stangeland 2017). Toddlers also learn many mathematics skills through play (Reikerås et al 2012); however, researchers have not yet determined whether the level of skills in play mirrors the level of skills in mathematics.…”

Section: Level Of Play Skills and The Relation To Mathematical Skillsmentioning

confidence: 99%

“…Turn-taking requires both self-regulation (which is related to mathematical skills) and an understanding of order. Children with a varied play repertoire (the third item) are more often popular play-mates and participate more frequently in interplay than children with a more limited play repertoire (Stangeland 2017).…”

Section: Correlations Between Play Skills and Mathematical Skillsmentioning

confidence: 99%

Relations between play skills and mathematical skills in toddlers

Reikerås

2020

ZDM Mathematics Education

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Play is central to children's learning and development in the early years, including the learning of mathematics. The aim of the present study was to explore how play skills are related to mathematical skills in toddlers by examining the correlations between different kinds of play skills and mathematical skills, and how level of play skills is related to mathematical skills. The participants were 1088 toddlers in Norwegian Early Childhood and Care institutions who were observed by the staff in 3-month periods beginning when they were 2½ years old. The skills in mathematics and play were assessed by structured observation. The overall scores for play skills and the scores for all types of play skills correlated significantly with the scores for all mathematical areas and the total score for mathematics. The skills Interaction in Play and Independence in Play displayed the strongest correlations with mathematical skills. Rule-based Play was difficult for the toddlers, whereas Pretend Play and Exploring and Construction Play correlated with mathematical skills and may be types of play that are more suitable when introducing mathematics in toddler groups. When the group of toddlers was divided into three subgroups according to their level of play skills, the level of play skills was strongly related to the level of mathematical skills. Toddlers with weak, middle or strong play skills also exhibited corresponding low, medium or high levels of mathematics skills, which emphasises the importance of understanding the relations between play and mathematical learning when working with toddlers.

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“…forståelse gjennom lek (Pellegrini, 1988;Stangeland, 2017). I lek kan barn prøve feile og forstå seg selv og egne begrensninger og muligheter uten alvorlige konsekvenser (Bruner, 1976;Sutton-Smith, 1997).…”

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Innendørs risikofylt lek: Muligheter for spenning og variasjon i barnehagens lekemiljøer?

Kleppe

Sando

Sandseter

2020

JASED

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Risikofylt lek er en form for lek som kan bidra til både barns trivsel og utvikling, men som det er lite forsket på. I denne studien har vi undersøkt ulike aspekter ved risikofylt lek i barnehagers innemiljø. Studien baserer seg på videoobservasjon av 65 barn i alderen 3–5 år, fra syv barnehager, i perioder hvor barna var frie til å leke som de selv ville. Videoobservasjonene ble gjort i to faser, høsten 2017 (T1) og høsten 2018 (T2), og det endelige datamaterialet besto av 770 to-minutters videoobservasjoner. Basert på observasjonene i T1 ble det gjennomført en intervensjon for å styrke de eksisterende fysiske lekemiljøene. Intervensjonen ble utviklet og gjennomført som et samarbeid mellom forskerne og ansatte i barnehagene. Effektene av intervensjonen ble observert i T2. Datamaterialet ble analysert med deskriptiv statistikk og regresjonsanalyser. Resultatene viser at barn lekte risikofylt innendørs, særlig lek med høyde og boltrelek/lekeslåssing, og at den risikofylte leken hovedsakelig foregikk på tumleareal og i garderoben. Resultater knyttet til intervensjonen viser at barnehagene som etablerte et integrert tumleareal hadde en økning av risikofylt lek innendørs. I tillegg viser resultatene at både jenter, gutter og barn i ulike aldre tok i bruk tumlearealene til risikofylt lek etter intervensjonen. Totalt sett demonstrerer denne studien muligheter for å skape spennende og mer varierte lekemuligheter innendørs i barnehagen.

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The impact of language skills and social competence on play behaviour in toddlers

Cited by 19 publications

References 36 publications

Relations between motor skills and language skills in toddlers and preschool-aged children

Relations between motor skills and language skills in toddlers and preschool-aged children

Relations between play skills and mathematical skills in toddlers

Innendørs risikofylt lek: Muligheter for spenning og variasjon i barnehagens lekemiljøer?

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