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Direct linkMills, Paulette E.; Beecher, Constance C.; Dale, Philip S.; Cole, Kevin N.; Jenkins, Joseph R. – Journal of Early Intervention, 2014
Play is a significant aspect of preschool curricula. We report two studies that examine the effects of play-related variables: length of free play, type of language instructional approach, degree of structure of free play, and amount of teacher involvement in communication with peers. For each study, we target three dependent variables: rate of…
Descriptors: Play, Peer Relationship, Ecology, Preschool Education
Peer reviewedMcCabe, Joan Roth; Jenkins, Joseph R.; Mills, Paulette E.; Dale, Philip S.; Cole, Kevin N.; Pepler, Linda – Journal of Early Intervention, 1996
Two experiments examined effects of play group composition (segregated or integrated), type of play materials, and group size (2 or 4 children) on language use of 24 preschool children with disabilities. Group composition and type of play materials had no significant effects. Group size had a significant multivariate effect on utterance rate and…
Descriptors: Disabilities, Group Structure, Interpersonal Communication, Language Acquisition
Peer reviewedMcCabe, Joan Roth; Jenkins, Joseph R.; Mills, Paulette E.; Dale, Philip S.; Cole, Kevin N. – Journal of Early Intervention, 1999
A study examined the effects of play-group composition (segregated or integrated) and category of play materials (functional, constructive, or dramatic) on cognitive level of play and language use of 24 preschool children with developmental disabilities. There were no effects for play-group composition, but category of play materials significantly…
Descriptors: Cognitive Development, Communication Skills, Groups, Instructional Materials
