Introduction

Language development is a process that begins early in human life and supports a child’s capabilities to communicate and express their wants and desires. Subsequently, insufficient language skills for early childhood has numerous consequences including: finding problem-solving challenging, inability to communicate, difficulty with social interactions, and an increase likelihood for rejection by peers (Craig-Unkefer & Kaiser, 2002). The most natural context for learning language is through play (Levy, 1984). Play is a space children can learn new language skills and refine the language they currently have (Torr & Pham, 2016; Athanasiou, 2007) by providing children with opportunities for social interaction and social communication (Bloom, 1993; Lifter & Bloom, 1989, 1998; Piaget, 1952). Play allows them to develop cognition, social competence, academic achievement and positive peer relationships (Conner, Kelly-Vance, Ryalls, & Friehe, 2014).

Researchers have found that early intervention yields greater play and language skills in the mature preschool years (Craig-Unkefer & Kaiser, 2002, 2003; Mallory, Kelly-Vance, & Ryalls, 2010; Sualy, Yount, Kelly-Vance, & Ryalls, 2011). Since play gives children a chance to engage their emerging cognitive and language capabilities, it can be used for children struggling in these areas. Kelly-Vance and Ryalls developed the Play Assessment and Intervention System (PLAIS) in 2005, since then studies have repeatedly shown to improve the overall level of play in children as well as increasing language skills (Mallory, Kelly-Vance, & Ryalls, 2010; Sualy, Yount, Kelly-Vance, & Ryalls, 2011; Conner, Kelly-Vance, & Ryalls, 2014; Cordel, Kelly-Vance, & Ryalls, 2017). Less research has been conducted regarding how teaching play skills to young children in a Head Start program could improve their language skills.

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