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Exploring the Mechanisms Behind Language Learning and Play
Fri, December 4, 8:45 to 10:15am, Costa Del Sol Ballroom, Salon GaSession Submission Type: Symposium
Abstract
Research supports the relationship between language development and play, but little work has been done on the mechanisms. We address this gap, exploring how teacher-child interactions influence language learning during play. Paper 1 presents evidence of the variation in teacher talk during unstructured playtime. Paper 2 compares the amount and kind of talk used in teacher-initiated play scenes vs. child-initiated play scenes. Paper 3 uses a multimodal lens to describe word learning during guided play.
Content Area
Chair
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Individual Presentations
Teacher Talk During Unstructured Playtime: Supporting Children’s Language Development - Judy Hicks, Stanford University
Features of Adult and Child Talk During Child-Initiated and Adult-Initiated Play - Elizabeth Hadley, Vanderbilt University; David Dickinson, Vanderbilt University; Kathy Hirsh-Pasek, Temple University; Roberta Golinkoff, University of Delaware
Multi-modal Features of Guided Play and Vocabulary Development - Katherine Newman, Vanderbilt University; David Dickinson, Vanderbilt University; Roberta Golinkoff, University of Delaware; Kathy Hirsh-Pasek, Temple University