The relationship between creativity, social play, and children's language abilities

Abstract

In this study, we explore the interconnectedness between children's creativity, social play, and language abilities. The participants were 225 (109 girls, 116 boys) preschool children, from diverse European American, African American, and Hispanic ethnic heritages. We assessed the children in three ways. First, each child completed the Goodenough Harris Draw a Person task as a measure of creativity. Second, we recorded observations of children's social play using time sampling techniques and Howes and Matheson's Peer Play Scale. Finally, performance on the Peabody Picture Vocabulary Test (PPVT-IV) served as a measure of receptive vocabulary. Correlation analyses revealed a clear relationship between certain types of social play and creativity. For example, higher incidences of solitary, onlooker, and parallel aware play appeared to connect to lower creativity scores. In addition, children's receptive or hearing vocabulary related to specific types of social play, that is, higher instances of parallel play led to lower receptive language scores. In addition, setting shaped language abilities. For example, in one setting, complex relates to increased vocabulary abilities. In contrast, in another setting, simple social and parallel play relates to lower language scores. These findings suggest a positive relationship between children's language abilities, creativity, and play. Such studies help inform classroom curriculum and practice.

Keywords:

• early childhood
• language
• creativity
• play

Notes on contributors

Robyn M. Holmes is a Professor of Psychology at Monmouth University where she is also an affiliate member of the History/Anthropology Department. Her teaching and research interests reflect interdisciplinary and cultural perspectives. She has published numerous works in play and her most recent research explores the connection between play, creativity, and language.

Lynn Romeo is is Dean of the School of Education at Monmouth University. She has done extensive work in many university-school partnerships and the School of Education Middle Road and Lafayette School Partnerships. She has published many articles in the areas of literacy instruction, mentoring novice teachers, integrating technology, and online instruction. Her research interests include early literacy and play and teacher education.

Stephanie Ciraola received her B.A. degree in Psychology from Monmouth University in 2013. Her research interest is in early childhood cognition and perception.

Michelle Grushko is pursuing her Bachelor's Degree in Psychology at Monmouth University.