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http://dx.doi.org/10.5762/KAIS.2016.17.10.109

A Study the effect of Cooking Activity as a Language Intervention on the Language Development of Language Delayed Infants.  

Seo, Eui-Jung (Dept. of Early Childhood Education, Seojeong College)
Kim, Yun-Hee (Eungabi Child Development Center)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.17, no.10, 2016 , pp. 109-118 More about this Journal
Abstract
Language intervention through cooking activity programs is designed to provide an efficient teaching method and improved educational environment in the field of teaching. This program addresses the effects of this program on the language development of three three-year-old infants (M;2, F;1) in the Center in Seoul. A cooking topic suitable for the age of this group was selected. The language Intervention was conducted for 50 minutes per week for a total of 25 times, and made use of vocabulary, verbs and nouns related to cooking which were evenly distributed. In this study, the Peabody Picture Vocabulary Test-Revised (PPVT-R), receptive language age (RLA) and expressive language age (ELA), and Preschool Receptive-Expressive Language Scale (PRES) were used to analyze the collected data. After the study, the cooking activity was accomplished with normal development outcomes appearing in the ability of vocabulary, receptive language, expressive language, and integrated language. There is now a solid evidence base supporting the efficacy of cooking activity in producing positive outcomes in the language development of language delayed infants. Consequently, cooking can induce their active participation and interest and extend their language abilities through various experiences.
Keywords
Cooking activity; language developmental delay; vocabulary; language intervention;
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