Early Childhood Play: Indications of Verbal Abilities and Development

• In Event: Poster Session 17
  In Poster Session: Play and Creativity in Early Childhood

Abstract

This study uses observational data of cognitive and social levels of children’s play, collected over a one year period in an early childhood center in east Texas. Children ages 3 and 4 years old participated in the study. The results indicated that both cognitive and social levels of play are related to the verbal ability and age of children. Additionally, girls spent more time in dramatic and pretend play than boys. Verbally gifted children had advanced levels of cognitive and social play. This research highlights the importance of children’s play to development and has implications for researchers in the fields of early childhood and gifted education.

Authors

• Hope Elisabeth Wilson, University of North Florida

• Elizabeth Vaughan, Stephen F. Austin State University

• Gloria Jean Gresham, Stephen F. Austin State University

• Erica D. Dillard, Stephen F. Austin State University