The development and predictive relations of play and language across the second year
P Lyytinen1, M L Laakso, A M Poikkeus
1Department of Psychology, University of Jyväskylä, Finland. plyytine@psyka.jyu.fi
Scandinavian Journal of Psychology
|September 16, 1999
Summary
Early symbolic play and vocabulary at 14 months predict toddlers' later language and cognitive skills. By 18 months, only language skills were predictive, highlighting developmental changes in early childhood development.
Area of Science:
- Developmental Psychology
- Child Language Acquisition
- Early Childhood Education
Background:
- Play and language are crucial for early childhood development.
- Understanding the predictive relationship between early play and language skills is essential for identifying developmental trajectories.
- Previous research suggests a link between play and cognitive development, but specific predictive pathways require further investigation.
Purpose of the Study:
- To examine the predictive relationship between toddlers' play and language skills at 14 and 18 months and their subsequent development at 24 months.
- To identify specific types of play and language measures that are most predictive of later cognitive and language outcomes.
- To investigate the influence of gender and maternal education on these developmental trajectories.
Main Methods:
- Longitudinal study of 171 toddlers assessed at 14, 18, and 24 months.
- Utilized the Symbolic Play Test, MacArthur Communicative Development Inventories (MCDI), Reynell Developmental Language Scales, and Bayley Scales of Infant Development.
- Statistical analyses were employed to determine the predictive contributions of early measures to later development.
Main Results:
- At 14 months, toddlers' vocabulary production and symbolic play uniquely predicted their 24-month language and cognitive skills.
- At 18 months, only language variables significantly predicted later development.
- Other-directed pretense was the strongest predictor, while nonsymbolic play showed no independent predictive value.
- Maternal education significantly predicted 2-year-olds' maximum sentence length and cognitive development.
Conclusions:
- Early symbolic play and vocabulary are important early indicators of later language and cognitive development.
- The predictive power of play diminishes while language skills become more prominent predictors by 18 months.
- Maternal education is a significant factor influencing children's language and cognitive outcomes, underscoring the role of environmental influences.
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