Journal
EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL
Volume 25, Issue 1, Pages 106-121Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/1350293X.2016.1266224
Keywords
late talkers; social competence; play; Barnehage/early childhood education and care (ECEC) institutions
Categories
Funding
- University of Stavanger
- municipal of Stavanger
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In this study, the relationship between play, language skills and social competence is explored in a sample (n = 1005) of 33-month-old toddlers in a Norwegian early childhood education setting - Barnehages - based on two observational materials (Tras and Alle med). The study has two aims: (1) to investigate whether there is a relationship between social functioning and language proficiency at an early age; and (2) to identify the unique contributions made by language skills and social competence, respectively, to toddlers' functioning in play. Toddlers with very low language-skill scores were compared with toddlers with very high scores. Each child had been assessed independently by two staff members, familiar with the child in informal situations at Barnehages, over a period of three months. It was found that there is a relationship between toddlers' functioning in play and their language proficiency, but that toddlers' functioning in play is better explained by their social competence than by their language skills.
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