Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting

The aim of the present study was to investigate the play, behaviour, language and social skills of children aged 5–8 years participating in a play intervention (based on the ‘Learn to Play’ program) compared to a group of children participating in traditional classroom activities within a specialist school over a six month period. Thirty-five children participated in the study, 19 participated in the play intervention group and 16 participated in the comparison group. Fourteen staff members at the special school were involved. A quasi-experimental design was used with pre and post data collection. Children in the play intervention and the comparison group were assessed using the Child-Initiated Pretend Play Assessment (play), Goal Attainment Scaling (behaviour), the Preschool Language Scale (language) and the Penn Interactive Peer Play Scale (social skills) at baseline and at follow up. Findings revealed that children participating in the play intervention showed a significant decrease in play deficits, became less socially disruptive and more socially connected with their peers. Both groups improved in their overall language skills and significantly improved in their goal attainment. This study supports the use of a play intervention in improving a child's play, behaviour, language and social skills.

Research highlights▶ Children in the play intervention group significantly increased in their social competency with peers. ▶ Children in the play intervention group significantly increased in language, social skills, less play deficits, and in literacy and numeracy GAS scores. ▶ Children in the comparison group increased in language skills and decreased in social skills over the intervention period.