| The purpose of this study was to develop an intervention for two-year-old children to enhance play and language skills. The intervention was implemented over a four-week period and included components of reading, modeling, and positive reinforcement of language and play. Specifically, children were read a story and played with a matching toy set. Participants included ten children, all two years old, who attended a child care center. Five participants received the play intervention, and five were used as comparison. All children were assessed using the Play in Early Childhood Evaluation System (PIECES), the Preschool Language Scale (PLS), and a Vocabulary Assessment. The results of this study showed that children who received the intervention increased pretend play more than the comparison group, as well as increased comprehension and expressive communication skills more than the comparison group. Implications for early childhood educators and parents are discussed. |
