Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills

Stagnitti, Karen and Lewis, Fiona M. 2015, Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills, International journal of speech-language pathology, vol. 17, no. 2, pp. 148-158, doi: 10.3109/17549507.2014.941934.

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Title Quality of pre-school children's pretend play and subsequent development of semantic organization and narrative re-telling skills
Author(s) Stagnitti, KarenORCID iD for Stagnitti, Karen orcid.org/0000-0002-6215-3390
Lewis, Fiona M.
Journal name International journal of speech-language pathology
Volume number 17
Issue number 2
Start page 148
End page 158
Total pages 11
Publisher Informa Healthcare
Place of publication London, Eng.
Publication date 2015
ISSN 1754-9515
Keyword(s) Pretend play
narrative re-tell
semantic organization
Summary Purpose: This study investigated if the quality of pre-school children's pretend play predicted their semantic organization and narrative re-telling ability when they were in early primary school. It was hypothesized that the elaborateness of a child's play and the child's use of symbols in play were predictors of their semantic organization and narrative re-tell scores of the School Age Oral Language Assessment. Method: Forty-eight children were assessed using the Child-Initiated Pretend Play Assessment when they were aged 4-5 years. Three-to-five years after this assessment their semantic organization and narrative re-telling skills were assessed. Results: Results indicate that the elaborateness of a child's play and their ability to use symbols was predictive of semantic organization skills. Use of symbols in play was the strongest play predictor of narrative re-telling skills. The quality of a pre-school child's ability to elaborate complex sequences in pretend play and use symbols predicted up to 20% of a child's semantic organization and narrative re-telling skills up to 5 years later. Conclusions: The study provides evidence that the quality of pretend play in 4-5 year olds is important for semantic organization and narrative re-telling abilities in the school-aged child.
Language eng
DOI 10.3109/17549507.2014.941934
Field of Research 111799 Public Health and Health Services not elsewhere classified
Socio Economic Objective 920501 Child Health
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2014
Copyright notice ©2014, Speech Pathology Association of Australia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069877

Document type: Journal Article
Collections: Faculty of Health
School of Health and Social Development
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