Enhancing playful interactions: eCoaching mothers of preschool children with disabilities

Amanda H. Passmore; Marie Tejero Hughes

doi:10.37291/2717638X.202453440

Authors

Amanda H. Passmore Elmhurst College https://orcid.org/0000-0002-3921-4706
Marie Tejero Hughes University of Illinois at Chicago https://orcid.org/0000-0002-2029-9500

DOI:

https://doi.org/10.37291/2717638X.202453440

Keywords:

Coaching, Pretend play, Disability, Developmental delay, Early childhood

Abstract

Pretend play is crucial for developing communication and cognitive skills in preschool children. Targeted coaching during pretend play can effectively support family-centered practices and home-based assistance. This study employed a detailed collective case study to explore how eCoaching can aid family-centered practices during at-home pretend play for children with speech-language and developmental delays. Two mother-child pairs, each involving a preschool child with an Individual Education Plan (IEP), participated in at-home eCoaching sessions while engaging in pretend play. Implementing eCoaching helped mothers acquire play-based knowledge and better facilitate pretend play tailored to their child's developmental needs. Throughout the eCoaching process, improvements were noted in the children's quality of pretend play and language behaviors. After the eCoaching sessions concluded, both mothers and children experienced benefits from the process. The mothers had positive perceptions of their eCoaching sessions, found them easy to implement, and considered eCoaching beneficial for themselves and their children. This indicates that eCoaching is a socially valid family-centered practice. Future research should investigate how individual variables associated with the eCoaching influence child and family outcomes.

References

Aguilar, J., Peck, S., Mattson, S. L., Reinert, K. S., Higbee, T. S., Lindgren, N. A., & Osos, J. A. (2023). Caregiver-implemented digital activity schedules with virtual coaching. Behavior Modification, 47(2), 324–348. DOI: https://doi.org/10.1177/01454455221118341

Allen, J. M., & Nimon, K. (2007). Retrospective pretest: A practical technique for professional development evaluation. Journal of Industrial Teacher Education, 44(3), 27-42.

Barton, E. E. (2016). Critical issues and promising practices for teaching play to young DOI: https://doi.org/10.1007/978-3-319-28492-7_15

children with disabilities. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 267-286). Springer.

Barton, E. E., Choi, G., & Mauldin, E. G. (2019). Teaching sequences of pretend play to children with disabilities. Journal of Early Intervention, 41(1), 13-29. DOI: https://doi.org/10.1177/1053815118799466

Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125. DOI: https://doi.org/10.1177/0271121408318799

Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research & Practice, 4(1), 1-12.

Bodrova, E., & Leong, D. J. (2007). Tool of mind: The Vygotskian approach to early childhood education (2nd ed.). Prentice-Hall.

Bruner, J. (1972). The nature and uses of immaturity. American Psychologist, 27(8), 687–708. DOI: https://doi.org/10.1037/h0033144

Collins, J. (2004). Education techniques for lifelong learning: Principles of adult learning. RadioGraphics, 24(5), 1483–1489. DOI: https://doi.org/10.1148/rg.245045020

Craig-Unkefer, L. A., & Kaiser, A. P. (2002). Improving the social communication skills of at-risk preschool children in a play context. Topics in Early Childhood Special Education, 22(1), 3-13. DOI: https://doi.org/10.1177/027112140202200101

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.

Creswell, J. W., & Poth, C. (2018). Qualitative Inquiry and Research Design (4th ed.). Sage Publications.

Desimone L. M., & Pak K. (2017). Instructional coaching as high-quality professional development. Theory into Practice, 56(1), 3-12. DOI: https://doi.org/10.1080/00405841.2016.1241947

Division for Early Childhood. (2014). DEC Recommended Practices. https://divisionearlychildhood.egnyte.com/dl/7urLPWCt5U/?

Dunst, C. J., & Espe-Sherwindt, M. (2016). Family-centered practices in early childhood intervention. In B. Reichow, B. A. Boyd, E. Barton, S. L. Odom (Eds.), Handbook of early childhood special education (pp. 37-55). Springer. DOI: https://doi.org/10.1007/978-3-319-28492-7_3

Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play?. Early Childhood Research Quarterly, 17(2), 216-238. DOI: https://doi.org/10.1016/S0885-2006(02)00146-1

Fein, G. G. (1981). Pretend play in childhood: an integrative review. Child Development, 52(4), 1095–1118. DOI: https://doi.org/10.1111/j.1467-8624.1981.tb03157.x

Fixsen, D., Naoom, S., Blase, K., Friedman, R., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network.

Frausel, R. R., Richland, L. E., Levine, S. C., & Goldin-Meadow, S. (2021). Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions. Developmental Psychology, 57(4), 519-534. DOI: https://doi.org/10.1037/dev0001166

Friend, M., & Cook, L. (1990). Collaboration as a predictor for success in school reform. Journal of Educational and Psychological Consultation, 1(1), 69-86. DOI: https://doi.org/10.1207/s1532768xjepc0101_4

Frugone-Jaramillo, M., & Gràcia, M. (2023). Family-centered approach in early childhood intervention of a vulnerable population from an Ecuadorian rural context. Frontiers in Psychology, 14, 1272293. DOI: https://doi.org/10.3389/fpsyg.2023.1272293

Gardiner, W. & Weisling, N. F. (2020). Responsive mentoring: Supporting the teachers all students deserve. Rowman & Littlefield.

Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191. DOI: https://doi.org/10.1542/peds.2006-2697

Gmitrova, V. (2013). Teaching to play performing a main role – effective method of pretend play facilitation in preschool-age children. Early Child Development and Care, 183(11), 1705- 1719. DOI: https://doi.org/10.1080/03004430.2012.746970

Gomez, D., Kunze, M., Glenn, E., Todis, B., Kelley, K., Karns, C. M., Glang, A., & McIntyre, L. L. (2022). Professionals’ perspectives on service delivery: The impact of COVID-19 on early childhood special education providers. Topics in Early Childhood Special Education, 44(2), 115-125. DOI: https://doi.org/10.1177/02711214211073964

Göncü, A., & Gauvain, M. (2012). Sociocultural approaches to educational psychology: Theory, research, and application. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA handbooks in psychology®. APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (p. 125–154). American Psychological Association. DOI: https://doi.org/10.1037/13273-006

Göncü, A., & Vadeboncoeur, J. A. (2017). Expanding the definitional criteria for imaginative play: Contributions of sociocultural perspectives. Learning & Behavior, 45(4), 422-431. DOI: https://doi.org/10.3758/s13420-017-0292-z

Hakkarainen, P., Bredikyte, M., Jakkula, K., & Munter, H. (2013). Adult play guidance and children’s play development in a narrative play-world. European Early Childhood Education Research Journal, 21(2), 213-225. DOI: https://doi.org/10.1080/1350293X.2013.789189

Hutagalung, F., Liyan, L., & Adams, D. (2020). The effects of dramatic play on vocabulary learning among preschoolers. Journal of Nusantara Studies, 5(1), 294-314. DOI: https://doi.org/10.24200/jonus.vol5iss1pp294-314

Individuals With Disabilities Education Act, 20 U.S.C. § 1414 (2004). https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414

Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), 487. DOI: https://doi.org/10.1007/s10803-006-0089-y

Johnson, S. R., Pas, E. T., & Bradshaw, C. P. (2016). Understanding and measuring coach– teacher alliance: A glimpse inside the ‘black box’. Prevention Science, 17(4), 439-449. DOI: https://doi.org/10.1007/s11121-016-0633-8

Kalkusch, I., Jaggy, A., Bossi C., Weiss, B., Sticca, F., & Perren, S. (2021). Promoting social pretend play in preschool age: Is providing roleplay material enough?. Early Education and Development, 32(8), 1136-1152. DOI: https://doi.org/10.1080/10409289.2020.1830248

Kasari, C., Chang, Y. C., & Patterson, S. (2013). Pretending to play or playing to pretend: The case of autism. American Journal of Play, 6(1), 124-135.

Keder, R. D., Mittal, S., Stringer, K., Wallis, K. E., Wallace, J. E., & Soares, N. S. (2022). Society for developmental & behavioral pediatrics position statement on telehealth. Journal of Developmental & Behavioral Pediatrics, 43(1), 55–59. DOI: https://doi.org/10.1097/DBP.0000000000001046

Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305-324. DOI: https://doi.org/10.1097/IYC.0000000000000018

Kim, Y. T., Lombardino, L. J., Rothman, H., & Vinson, B. (1989). Effects of symbolic play intervention with children who have mental retardation. Mental Retardation, 27(3), 159- 165.

Kızıldere, E., Aktan-Erciyes, A., Tahiroğlu, D., & Göksun, T. (2020). A multidimensional investigation of pretend play and language competence: Concurrent and longitudinal relations in preschoolers. Cognitive Development, 54, 100870. DOI: https://doi.org/10.1016/j.cogdev.2020.100870

Knight, J., Elford, M., Hock, M., Dunekack, D., Bradley, B., Deshler, D. D., & Knight, D. (2015). 3 steps to great coaching. The Learning Professional, 36(1), 10-18.

Knoche, L.L., Cline, K. D., & Marvin, C. A. (2012). Fostering collaborative partnerships between early childhood professionals and the parents of young children. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp. 370-392). Guilford.

Lee, G. T., Qu, K., Hu, X., Jin, N., & Huang, J. (2020). Arranging play activities with missing items to increase object-substitution symbolic play in children with autism spectrum disorder. Disability and Rehabilitation, 43(22), 3199-3211. DOI: https://doi.org/10.1080/09638288.2020.1734107

Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267. DOI: https://doi.org/10.1177/105381510502700405

Lifter, K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants & Young Children, 24(3), 225-245. DOI: https://doi.org/10.1097/IYC.0b013e31821e995c

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. DOI: https://doi.org/10.1037/a0029321

Loizou, E. (2017). Children’s socio-dramatic play typologies and teacher play involvement within the breadth of the zone of proximal development. In T. Bruce, P. Hakkarainen, & M. Bredikyte (Eds.), The Routledge international handbook of early childhood play (pp. 151-166). Routledge. DOI: https://doi.org/10.4324/9781315735290-16

Mahoney, G. (2009). Relationships focused intervention (RFI): Enhancing the role of parents in children’s developmental intervention. International Journal of Early Childhood Special Education, 1(1), 79-94. DOI: https://doi.org/10.20489/intjecse.107978

McDuffie, A., Oakes, A., Machalicek, W., Ma, M., Bullard, L., Nelson, S., & Abbeduto, L. (2016). Early language intervention using distance video-teleconferencing: a pilot study of young boys with fragile X syndrome and their mothers. American Journal of Speech-Language Pathology, 25(1), 46-66. DOI: https://doi.org/10.1044/2015_AJSLP-14-0137

McWilliam, R. A. (2010). Routines-based early intervention. Supporting Young Children and Their Families. Brookes.

Meacham, S., Vukelich, C., Han, M., & Buell, M. (2014). Preschool teachers’ questioning in sociodramatic play. Early Childhood Research Quarterly, 29(4), 562-573. DOI: https://doi.org/10.1016/j.ecresq.2014.07.001

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.

Miller-Kuhaneck, H., & Watling, R. (2018). Parental or teacher education and coaching to support function and participation of children and youth with sensory processing and sensory integration challenges: A systematic review. American Journal of Occupational Therapy, 72(1), 1-11. DOI: https://doi.org/10.5014/ajot.2018.029017

Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using

a narrative-and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147- 162. DOI: https://doi.org/10.1016/j.ecresq.2015.01.006

Ogourtsova, T., O’Donnell, M., De Souza Silva, W., & Majnemer, A. (2019). Health coaching for parents of children with developmental disabilities: A systematic review. Developmental Medicine & Child Neurology, 61(11), 1259-1265. DOI: https://doi.org/10.1111/dmcn.14206

Passmore, A. H., & Hughes, M. T. (2024). Using eCoaching to support mothers’ pretend play interactions at home. Early Childhood Education Journal, 52(1), 207-219. DOI: https://doi.org/10.1007/s10643-022-01420-4

Pizzo, L., & Bruce, S. M. (2010). Language and play in students with multiple disabilities and visual impairments or deaf-blindness. Journal of Visual Impairment & Blindness, 104(5), 287–297. DOI: https://doi.org/10.1177/0145482X1010400504

Pullum, M. R., King, S. A., & Kennedy, K. (2020). Structured teaching and the play of preschoolers with developmental disabilities: An evaluation. Topics in Early Childhood Special Education, 42(1), 105-117. DOI: https://doi.org/10.1177/0271121420942841

Quigley, J., Griffith, A. K., & Kates-McElrath, K. (2018). A comparison of modeling, prompting, and a multi-component intervention for teaching play skills to children with developmental disabilities. Behavior Analysis in Practice, 11, 315-326. DOI: https://doi.org/10.1007/s40617-018-0225-0

Rentzou, K., Slutsky, R., Tuul, M., Gol-Guven, M., Kragh-Müller, G., Foerch, D. F., & Paz- Albo, J. (2019). Preschool teachers’ conceptualizations and uses of play across eight countries. Early Childhood Education Journal, 47(1), 1-14. DOI: https://doi.org/10.1007/s10643-018-0910-1

Rogoff, B. (2023). Mutually constituting, fractal: individual and cultural aspects of holistic process. Review of Research in Education, 47(1), 60-83. DOI: https://doi.org/10.3102/0091732X231224666

Rogoff, B., & Angelillo, C. (2002). Investigating the coordinated functioning of multifaceted cultural practices in human development. Human Development, 45(4), 211-225. DOI: https://doi.org/10.1159/000064981

Roopnarine, J. L., & Davidson, K. L. (2015). Parent–child play across cultures: Advancing play research. In J. E. Johnson, S. G. Eberle, T. S. Hendricks, & D. Kuschner (Eds.), The handbook of the study of play (Vol. 2, pp. 85-100). Rowman and Littlefield.

Rubin, K. H. (2001). The play observation scale (POS). University of Maryland.

Rush, D. & Shelden, M. (2020). The early childhood coaching handbook. Brookes Publishing.

Saral, D., & Ulke-Kurkcuoglu, B. (2020). Using least-to-most prompting to increase the frequency and diversity of pretend play in children with autism. Topics in Early Childhood Special Education, 42(1), 33-49. DOI: https://doi.org/10.1177/0271121420942850

Savina, E. (2014). Does play promote self-regulation in children?. Early Child Development and Care, 184(11), 1692-1705. DOI: https://doi.org/10.1080/03004430.2013.875541

Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In A. J. Elliot (Ed.), Advances in motivation science (Vol. 8, pp. 153-179). Elsevier. DOI: https://doi.org/10.1016/bs.adms.2020.10.001

Showers, B., Joyce, B. & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45(3), 77-87.

Singer, D. G. & Singer, J.L. (1990). The house of make-believe: Children’s play and the developing imagination. Harvard University Press. DOI: https://doi.org/10.4159/9780674043688

Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25(2), 123-141. DOI: https://doi.org/10.1007/BF02178500

Steed, E. A., Leech, N., Phan, N., & Benzel, E. (2022). Early childhood educators’ provision of remote learning during COVID-19. Early Childhood Research Quarterly, 60, 307–318. DOI: https://doi.org/10.1016/j.ecresq.2022.03.003

Taylor, M. E., & Boyer, W. (2020). Play-based learning: evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), 127-133. DOI: https://doi.org/10.1007/s10643-019-00989-7

Thompson, B. N., & Goldstein, T. R. (2019). Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense. Developmental Review, 52, 24-41. DOI: https://doi.org/10.1016/j.dr.2019.100867

Trainor, A. A., & Graue, E. (2014). Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education, 35(5), 267–274. DOI: https://doi.org/10.1177/0741932514528100

Trawick-Smith, J., & Dziurgot, T. (2010). “Good-fit” teacher-child play interactions and subsequent autonomous play in preschool. Early Childhood Research Quarterly, 26(1), 110-123. DOI: https://doi.org/10.1016/j.ecresq.2010.04.005

Trawick-Smith, J., Swaminathan, S., & Liu, X. (2016). The relationship of teacher–child play interactions to mathematics learning in preschool. Early Child Development and Care, 186(5), 716-733. DOI: https://doi.org/10.1080/03004430.2015.1054818

Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Research Brief, 3(1), 1-33.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.), Harvard University Press.

White, R. E., Thibodeau-Nielsen, R. B., Palermo, F., & Mikulski, A. M. (2021). Engagement in social pretend play predicts preschoolers’ executive function gains across the school year. Early Childhood Research Quarterly, 56, 103-113. DOI: https://doi.org/10.1016/j.ecresq.2021.03.005

Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.