Pamela C. Phelps

Adult-child interaction in children’s learning from “Sesame Street”

This study examined whether children’s learning from “Sesame Street” could be improved by having adults ask the children questions and provide them with feedback while they watched the show. Subjects were 23 three- and four-year-old, white, middle-class children who were randomly assigned to one of two conditions. Children in both conditions watched three specially edited versions of “Sesame Street” with an adult. While they did so, children in the experimental condition were asked to name the letters and numbers shown on the programs. Results indicated that 3 days after watching the last program, children in the experimental condition were better able to name and identify the letters and numbers they had seen (p < .01). Three features of the experimental treatment that may have contributed to these results are discussed, as are the implications of the findings.

The relationship between preschool block play and reading and maths abilities in early elementary school: a longitudinal study of children with and without disabilities

The purpose of this study was to explore the predictive relationship between the level of symbolic representation in block constructions of preschoolers and reading and mathematics abilities and rate of growth in early elementary school for children with and without disabilities. Fifty‐one children participated, 22 of whom had identified disabilities. No predictive relationship between representational level of block constructions and maths abilities was found. However, growth curve analysis documented that preschoolers, who had higher levels of representation in their block constructions, had higher reading abilities and a faster rate of growth in reading abilities in the early elementary years. This predictive relationship held true for children with and without disabilities. Findings are discussed in relation to the importance of early experiences that are physically and socially organised to provide young children with the foundation for later learning.

Increasing preschool effectiveness: Enhancing the language abilities of 3- and 4-year-old children through planned sociodramatic play

The results of this study support the idea that participation in sociodramatic play builds the language competence of young children and give added credence to the position that play is a vital part of good preschool programs. Specifically, the study tested the hypothesis that 3- and 4-year-old children from a variety of backgrounds who were enrolled in a preschool program with planned Sociodramatic play opportunities and play tutoring would demonstrate greater than expected language development. Results showed that boys demonstrated significantly greater than expected growth on the Peabody Picture Vocabulary Test (PPVT) after 3 months of participation in enriched Sociodramatic play with play tutoring.

Young Children's Block Construction Activities: Findings from 3 Years of Observation.

The purpose of this study was to explore the development of the complexity of block constructions of preschool children and to determine the effects of various factors on the childrens block play. Sixty-five children were observed a total of 421 times, over the course of 3 years. Hierarchical linear modeling was used to determine the effects of disability, gender, and time the child was involved with block construction activity on the developmental complexity of block constructions. Results indicate that (a) the complexity of childrens block constructions increase with chronological age, (b) time the child was involved with block construction activity has a positive effect on block construction complexity, and (c) gender did not influence block construction complexity. Implications of findings are discussed in relation to increasing understanding of childrens development and to authentic assessment approaches.

A Longitudinal Study of the Predictive Relations Among Construction Play and Mathematical Achievement

This longitudinal study began in 1982 with 37 four year old children who attended the same child care center for at least one year. The participants were assessed on their construction play products of blocks, Legos, and carpentry using the Lunzer Five Point Play Scale. An IQ score was obtained using The McCarthy Scales of Childrens Mental Abilities. Gender was also used as a control variable. In 1998, 27 of these participants were found and standardized test scores in mathematics for grades 3, 5, 7, and high school were correlated with play scores. The California Acheivement Test as well as high school higher mathematics classes and honors format classes were noted. Results showed that grades 3 and 5 had little significance found between a participants play performance and mathematical achievement. At grade 7 and in high school each area of construction play and standardized test scores were found to be significant.

Community Child Care Inclusion: the development of two children

Abstract The development of two children with severe disabilities who were fully included in a community child care centre that implemented a developmentally appropriate play‐based curriculum is chronicled in this paper. The childrens development was monitored over the course of a 9‐month school year using the traditional measure of a standardised assessment instrument, as well as monthly observations of the children in various play activities. The data are presented in a case study format and provide evidence that the children in this study made progress in all areas of development. The findings are important in that they show the children with severe disabilities progressed without intensive intervention, indicating that a play‐based curriculum utilising developmentally appropriate practice may provide an effective structure for the instruction of young children with disabilities.