Beyond Book Reading: New Pathways to Vocabulary Development Through Playful Learning

Early vocabulary is a critical foundation for literacy. Most vocabulary interventions use techniques embedded in shared book reading, but recent evidence suggests that shared book reading is but one avenue toward stronger language competencies. In the present study, we build on prior literature that supports the promise of playful learning approaches for supporting vocabulary in early childhood education settings, and we compare these approaches to a more established shared book reading approach. Research Findings: Preschoolers from disadvantaged backgrounds, often at risk for lower vocabulary scores, learned just as many new words in a playful learning context as they did in shared book reading, and the effects persisted at a 4.5-month follow-up. Practice or Policy: Playful learning offers teachers a complimentary avenue for promoting early language skills in the classroom.