Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups

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Sammanfattning

The aim of this research was to study how children's play behaviour was related to their cognitive skills and vocabulary development in integrated early childhood special education (ECSE) groups. The longitudinal study is part of the LASSO research project, which concerns children's stress regulation, learning and quality of early childhood education, including special education. Children with and without special needs should be supported according to their diversity of individual needs as equal members of a learning community. The study aimed to discover how this was realised by assessing children's various learning paths. The data were collected between 2012 and 2015 and involved 289 children, including 121 with special educational needs (SEN). The children's cognitive skills and vocabulary were measured with standardised psychological tools: the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Developmental Neuropsychological Assessment (NEPSY). Play behaviour was evaluated with the Preschool Play Behaviour Scale (PPBS). In this study, we hypothesised that progress in children's social play boosts cognitive functions and duly boosts learning. The results indicated that all skills improved for all of the children during the research period, although there were differences in results between children's status groups.

Originalspråkengelska
TidskriftInternational Journal of Inclusive Education
Antal sidor17
ISSN1360-3116
DOI
Status!!E-pub ahead of print - 9 aug 2019
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik

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title = "Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups",
abstract = "The aim of this research was to study how children's play behaviour was related to their cognitive skills and vocabulary development in integrated early childhood special education (ECSE) groups. The longitudinal study is part of the LASSO research project, which concerns children's stress regulation, learning and quality of early childhood education, including special education. Children with and without special needs should be supported according to their diversity of individual needs as equal members of a learning community. The study aimed to discover how this was realised by assessing children's various learning paths. The data were collected between 2012 and 2015 and involved 289 children, including 121 with special educational needs (SEN). The children's cognitive skills and vocabulary were measured with standardised psychological tools: the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Developmental Neuropsychological Assessment (NEPSY). Play behaviour was evaluated with the Preschool Play Behaviour Scale (PPBS). In this study, we hypothesised that progress in children's social play boosts cognitive functions and duly boosts learning. The results indicated that all skills improved for all of the children during the research period, although there were differences in results between children's status groups.",
keywords = "DISABILITIES, ENHANCING PEER INTERACTION, PRESCHOOL, QUALITY, Special educational needs (SEN), cognitive skills, early childhood special education (ECSE), play behaviour, vocabulary, 516 Educational sciences",
author = "Jonna Kes{\"a}l{\"a}inen and Eira Suhonen and Alisa Alijoki and Nina Sajaniemi",
year = "2019",
month = "8",
day = "9",
doi = "10.1080/13603116.2019.1651410",
language = "English",
journal = "International Journal of Inclusive Education",
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AU - Kesäläinen, Jonna

AU - Suhonen, Eira

AU - Alijoki, Alisa

AU - Sajaniemi, Nina

PY - 2019/8/9

Y1 - 2019/8/9

N2 - The aim of this research was to study how children's play behaviour was related to their cognitive skills and vocabulary development in integrated early childhood special education (ECSE) groups. The longitudinal study is part of the LASSO research project, which concerns children's stress regulation, learning and quality of early childhood education, including special education. Children with and without special needs should be supported according to their diversity of individual needs as equal members of a learning community. The study aimed to discover how this was realised by assessing children's various learning paths. The data were collected between 2012 and 2015 and involved 289 children, including 121 with special educational needs (SEN). The children's cognitive skills and vocabulary were measured with standardised psychological tools: the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Developmental Neuropsychological Assessment (NEPSY). Play behaviour was evaluated with the Preschool Play Behaviour Scale (PPBS). In this study, we hypothesised that progress in children's social play boosts cognitive functions and duly boosts learning. The results indicated that all skills improved for all of the children during the research period, although there were differences in results between children's status groups.

AB - The aim of this research was to study how children's play behaviour was related to their cognitive skills and vocabulary development in integrated early childhood special education (ECSE) groups. The longitudinal study is part of the LASSO research project, which concerns children's stress regulation, learning and quality of early childhood education, including special education. Children with and without special needs should be supported according to their diversity of individual needs as equal members of a learning community. The study aimed to discover how this was realised by assessing children's various learning paths. The data were collected between 2012 and 2015 and involved 289 children, including 121 with special educational needs (SEN). The children's cognitive skills and vocabulary were measured with standardised psychological tools: the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Developmental Neuropsychological Assessment (NEPSY). Play behaviour was evaluated with the Preschool Play Behaviour Scale (PPBS). In this study, we hypothesised that progress in children's social play boosts cognitive functions and duly boosts learning. The results indicated that all skills improved for all of the children during the research period, although there were differences in results between children's status groups.

KW - DISABILITIES

KW - ENHANCING PEER INTERACTION

KW - PRESCHOOL

KW - QUALITY

KW - Special educational needs (SEN)

KW - cognitive skills

KW - early childhood special education (ECSE)

KW - play behaviour

KW - vocabulary

KW - 516 Educational sciences

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DO - 10.1080/13603116.2019.1651410

M3 - Article

JO - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

SN - 1360-3116

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