Carol Westby – Play & Language The Roots of Literacy
Foundations of Cognitive-Play-Literacy Relationship: Frameworks for Assessment and Intervention
Dynamic systems theory: integrating nature and nurture theories
The World Health Organization’s International Classification of Functioning
A performance competence framework for assessment and intervention
Social-Emotional/Cognitive Precursors to Play: Birth-17 months
Neurotypical and atypical patterns of social-emotional development
Environmental influences on social-emotional development and play
Temperamental variations in children
Development of Pretend Play Dimensions (17 months – 5 years): Relationship of Play Dimensions to Language and Literacy
Theory of Mind Dimension (understanding thoughts and feelings of self and others)
Decontextualization Dimension (reduced use of props in play)
Thematic Dimension (from familiar to novel pretend themes)
Organization Dimension (sequencing and planning of play)
Interventions to Promote Playing to Learn
Setting goals for playful learning
Promote literate-style language through play
Develop phonological awareness skills through playful practices
Promote thematic pretend play to develop foundations for language and literacy
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Don’t miss this opportunity to learn from Dr. Westby!
Language, cognitive and social-emotional learning skills are all essential for literacy development and academic success. Research shows that play is the universal activity that blends cognitive, social, emotional, linguistic and motor components. Observing children’s play provides information about their knowledge, views of the world and mastered skills.
Join Dr. Westby as you learn about the vital relationship between the dimensions of play, social-emotional functioning, language and literacy. Learn firsthand, how to effectively use the Westby Play Scale—a tool that offers a way to evaluate all young children’s (birth-5 years) symbolic play skills. Supported by 40 years of evidence-based research and organized by developmental level, this tool will breakdown the milestones children should be achieving with their play and language. You will also learn play practices and play strategies to improve language, cognitive and social-emotional skills, including:
Higher-level thinking, problem-solving and creativity
Advancing language skills and text comprehension
Awareness of temporal, cause-effect and social relationships
Motivation, self-regulation and empathy
Interpreting and responding appropriately to the needs, desires, and roles of others
These intervention activities will work for all young children, but special focus will be given to interventions for children with language learning disabilities, autism, socioeconomic/cultural variations and ESL.