Play is essential for children’s learning and development.
If you have ever wondered ‘all my child does in speech therapy is play’, then let me explain.
Why play?
Speech Pathologists use play as a learning tool. Play provides children with the opportunity to learn to:
- Communicate with others
- Build social skills
- Develop expressive and receptive language
- Build connections with others
- Have fun!
What does the research say?
Research has found that:
- If a child is engaged in play they are more likely to remember what they learn. Play = engagement (Blumenfeld et al., 2006).
- During play children will hear language more than outside of play. This allows them to experience the meanings and use of words (Weisburg et al., 2013).
- If a child engages in pretend play (e.g., pretending that a Lego is food) they are more likely to be able to attach meaning to words quicker (Quinn et al., 2018).
- Having a back and forth play routine can introduce children to the skill of turn taking when communicating with others (Lieberman & Yoder, 2012).
Speech Pathologists use play purposefully to target almost any goal. We also train parents to use play to support the goals targeted in therapy.
What can you do to help?
- You are the most interesting ‘toy’ that your child enjoys. Use your body, facial expressions and excited sounds during play with your child.
- Follow your child during play – let them show you their world.
You can help your child create a “My Stories” book, where you compile all the stories that are meaningful to them in a scrapbook. This is a great way to seal those memories for them and allows them to easily share their stories with others.
What can my Speech Pathologist do to help?
We are able to discuss why play based learning is appropriate for your child and coach you to use play at home during practice to achieve your child’s goals.
If you think your child may need support developing or improving their narrative skills, give us a call on (02) 8065 1197 or email us at info@innerlinkthrerapy.com.au.
References
Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. na.
Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: play, language development, and the role of adult support. American Journal of Play, 6(1), 39-54.
Lieberman, R. G., & Yoder, P. (2012). Play and communication in children with autism spectrum disorder: A framework for early intervention. Journal of Early Intervention, 34(2), 82-103.doi:https://doi.org/10.1177/1053815112453766
Quinn, S., Donnelly, S., & Kidd, E. (2018). The relationship between symbolic play and language acquisition: A meta-analytic review. Developmental review, 49, 121-135.doi: https://doi.org/10.1016/j.dr.2018.05.005