Symbolic play development in toddlers with expressive specific language impairment (SLI-E)
1Department of Human Development, Bryn Mawr College, PA 19010.
Journal of Speech and Hearing Research
|December 1, 1992
Summary
Toddlers with expressive specific language impairment (SLI-E) show less advanced symbolic play, even with structured activities. This suggests potential differences in symbol use or memory retrieval impacting their pretend play skills.
Area of Science:
- Child Development
- Linguistics
- Developmental Psychology
Background:
- Specific language impairment (SLI) affects language acquisition in children.
- Symbolic play is crucial for cognitive and social development.
- Understanding play deficits in SLI can inform interventions.
Purpose of the Study:
- To compare symbolic play development in toddlers with expressive SLI and typically developing peers.
- To investigate the impact of structured play on symbolic play in SLI.
Main Methods:
- Compared 20 toddlers with expressive SLI-E and 20 typically developing toddlers.
- Assessed symbolic play, including decentered play, sequential play, and transformations.
- Evaluated play behaviors with and without structured play conditions.
Main Results:
- No differences in toy engagement or functional play.
- Toddlers with SLI-E exhibited less decentered play and fewer symbolic transformations.
- Structured play did not reduce the observed play discrepancies.
Conclusions:
- Children with SLI-E demonstrate specific deficits in symbolic play.
- These deficits may stem from stylistic differences, developmental lags in symbol use, or retrieval issues.
- Further research is needed to clarify the underlying mechanisms of symbolic play difficulties in SLI.
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