Playing to learn: Learning to TALK
Lindley-Baker, J.A. and Mills, L. (2022) Playing to learn: Learning to TALK. British Journal of Special Education. ISSN 0952-3383
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Abstract
‘We love the fact she can learn through play, because she is learning but not realising, and she doesn’t feel pressurised to learn’ (Parent of a child with neurodiverse developmental disorders [NDD]). Engaging children with NDD in meaningful learning can be challenging and exacerbated when children are neither motivated nor equipped with skills to facilitate engagement. Communication barriers hinder learning and children with NDD need extra support to develop language skills. This action research promoted communication competence through structured interventions, consolidated through play. Findings confirmed that progression in spontaneous communication and interaction interrelates with creative play. An innovative structured teaching approach, including video-modelling, was devised, Total Augmented Language and Key Skills (TALKS). This research affirms that by changing conditions in learning environments to an integrated teaching model, Connectivity and adopting TALKS, enhances a whole school approach to communication competence for children with NDD.
| Item Type: | Article |
|---|---|
| Divisions: | School of Social Science |
| Depositing User: | Julia Lindley-Baker |
| Date Deposited: | 16 May 2022 08:57 |
| Last Modified: | 23 May 2022 08:53 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/954 |
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