Theme-based block play intervention facilitates Chinese preschoolers’ language development: A quasi-experiment

Liman CAI, Dandan WU, Jingjing ZHOU, Hui LI

Research output: Contribution to journalArticlespeer-review

Abstract

This study investigated the role of theme-based blocks play in enhancing Chinese children’s language capacity with a quasi-experiment. Altogether 61 young children were assigned to the experiment group (Mage = 5.83, SD = 0.25, 56.25% girls) and the control group (Mage = 5.87, SD = 0.28, 51.72% girls). The experiment group was engaged in a 12-week theme-based block play intervention programs, whereas the control group received no interventions but free block play during the parallel time sessions. All the children were tested with the Language Assessment for Preschool Children (LAPC) before and after the intervention. The ANCOVA results indicated that the experimental group significantly improved in LAPC test, whereas the control group showed no significant change. The educational implications of these findings are discussed. Copyright © 2022 Cai, Wu, Zhou and Li.
Original languageEnglish
Article number741113
JournalFrontiers in Psychology
Volume13
DOIs
Publication statusPublished - May 2022

Citation

Cai, L., Wu, D., Zhou, J., & Li, H. (2022). Theme-based block play intervention facilitates Chinese preschoolers’ language development: A quasi-experiment. Frontiers in Psychology, 13. Retrieved from https://doi.org/10.3389/fpsyg.2022.741113

Keywords

  • Block play
  • Theme-based activity
  • Playful learning
  • Language development
  • Early language

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