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Symbolic play development in toddlers with expressive specific language impairment (SLI-E).

L Rescorla1, M Goossens

  • 1Department of Human Development, Bryn Mawr College, PA 19010.

Journal of Speech and Hearing Research
|December 1, 1992
PubMed
Summary
This summary is machine-generated.

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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.

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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.