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Thesis

Let’s talk! An intervention supporting children’s vocabulary and narrative development through sustained planned pretend play and group shared storybook reading in the early years

Abstract:

An intervention, which targeted three- and four-year-old children’s oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewin...

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Role:
Supervisor
Role:
Supervisor
Type of award:
DPhil
Level of award:
Doctoral
Awarding institution:
University of Oxford

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