Authors: Myae Han, Leanne Whiteside-Mansell, Jason T. Hustedt, Deborah Drain, Rubie Eubanks, Christina Joe, Imani Lawson, Annette Pic

Citation: Han, M., Whiteside-Mansell, L., Hustedt, J. T., Drain, D., Eubanks, R., Joe, C., Lawson, I., & Pic, A. (2023). Relationships between play and learning practices among low-income families. American Journal of Play, 15(2), 136–157.

Full text available at https://files.eric.ed.gov/fulltext/EJ1398395.pdf

Abstract. The authors examine the relationships between home play and learning— measured by reading and teaching practices at home—among low-income families, including those with mental health issues. Based on a large database from the Family Map Inventory, a screening tool for home visiting programs, the authors’ findings revealed that play-related concerns such as play materials, home play, and the variety of play away from home had significant impact. They conclude that care givers who provide children with more play opportunities both at home and away from home tend to read books with children more frequently and to teach them more basic academic skills. This suggests that early play interactions can contribute to early learning and implies that intervention programs such as Early Head Start and home visiting programs focusing on play may boost a family’s resilience and add value to existing services.