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Jul 27

Episode 2: What is Pretend Play?




Welcome to the pretend play podcast. A podcast focusing on the research and application of pretend play and language skills. Today we take on the topic: What is Pretend Play. We begin by discussing definitions of play and the variance of terminology in the literature and different types of play.  We go on to discuss the developmental stages of play, including the history of play taxonomies and ACI Learning Centers Developmental Sequence. 

Looking at the correlation between play and language we discuss the developmental sequence of language and the pre-requisites to language including, joint attention, gestures and babbling. We wrap it up by identifying the various types of language in play. 

Thank you for listening! Please visit our website for more information or to purchase the Pretend Play and Language Assessment and Curriculum.

We encourage everyone to reach out to us if you have any questions about the show or suggestions on topics you would like to hear more about.  You can reach out through Facebook or e-mail Melissa at Melissa.Schissler@concepts.com

References:

Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education28(2), 109-125.

Barton, E. E., & Wolery, M. (2010). Training teachers to promote pretend play in young children with disabilities. Exceptional Children77(1), 85-106.

Beaulieu, L., & Povinelli, J. L. (2018). Improving solitary play with a typically developing preschooler. Behavioral Interventions33(2), 212-218.

Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of autism and developmental disorders30(6), 537-552.

Dupere, S., MacDonald, R. P., & Ahearn, W. H. (2013). Using video modeling with substitutable loops to teach varied play to children with autism. Journal of applied behavior analysis46(3), 662-668.

Hall, S., Rumney, L., Holler, J., & Kidd, E. (2013). Associations among play, gesture and early spoken language acquisition. First Language33(3), 294-312.

Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry47(6), 611-620.

Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development12(4), 395-423.

Lifter, K., & Bloom, L. (1998). Intentionality and the role of play in the transition to language. Transitions in prelinguistic communication7, 161-196.

MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis42(1), 43-55.

MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions: Theory & Practice in Residential & Community?Based Clinical Programs20(4), 225-238.

McCune-Nicolich, L., & Carroll, S. (1981). Development of symbolic play: implications for the language specialist. Topics in Language Disorders.

McCune, L. (1995). A normative study of representational play in the transition to language. Developmental psychology31(2), 198.

Mills, P. E., Beecher, C. C., Dale, P. S., Cole, K. N., & Jenkins, J. R. (2014). Language of children with disabilities to peers at play: Impact of ecology. Journal of Early Intervention36(2), 111-130.

Orr, E., & Geva, R. (2015). Symbolic play and language development. Infant Behavior and Development38, 147-161.

Palechka, G., & MacDonald, R. (2010). A comparison of the acquisition of play skills using instructor-created video models and commercially available videos. Education and Treatment of Children33(3), 457-474.

Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children, 517-528.

Sani-Bozkurt, S., & Ozen, A. (2015). Effectiveness and efficiency of peer and adult models used in video modeling in teaching pretend play skills to children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 71-83.

Ulke-Kurkcuoglu, B., Bozkurt, F., & Cuhadar, S. (2015). Effectiveness of Instruction Performed through Computer-Assisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder. Educational Sciences: Theory and Practice15(3), 671-689.


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