JCPSLP Vol 17 No 3 2015

preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play scale. Early Childhood Research Quarterly , 10 (1), 105–120. Hresko, W., Peak, P., Herron, S., & Bridges, D. (2000). Examiner’s manual for the Young Children’s Achievement Test . Austin, TX: Pro-Ed. Joanna Briggs Institute. (2014). Reviewers manual. Retrieved from http://joannabriggs.org/ Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research , 49 (2), 248–264. Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school . College Park, MD: Alliance for Childhood. PIPS. (2001). PIPS technical paper. Retrieved from CEM centre, University of Durham: http://www.cemcentre.org/ pips/pips Rautio, P., & Winston, J. (2013). Things and children in play: Improvisation with language and matter. Discourse: Studies in the Cultural Politics of Education , 1–12. http:// dx.doi.org/10.1080/01596306.2013.830806 Reynolds, E., Stagnitti, K., & Kidd, E. (2011). Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas. Australasian Journal of Early Childhood , 36 (4), 120–130. Schlosser, R. W., Raghavendra, P., Sigafoos, J., Eysenbach, G., Blackstone, S., & Dowen, P. (2008). Evidence in Augmentative and Alternative Communication (EVIDAAC) systematic review scale . Boston, MA: Northeastern University. Sproule, L., McGuinness, C., Trew, K., Rafferty, H., & Walsh, G. (2009). End of Phase 2 Report 4: Outcomes for pupils over time . The Early Years Enriched Curriculum Evaluation Project (EYECEP). Report produced for Norther Ireland Council for Curriculum Assessment and Examinations (CCEA). Stagnitti, K. (2007). Child-Initiated Pretend Play Assessment (ChIPPA) manual and kit . Melbourne, Vic.: Co- ordinates Publication.

Claire Marsh is a 2014 Flinders University of SA Masters graduate, speech pathologist at Disability Services, and research assistant. Daniel Lawrence is a 2014 Flinders University of SA Masters graduate and speech pathologist at the Department for Education and Child Development, SA. Sarahlouise White , PhD, is a lecturer in speech pathology at Flinders University of SA. Sue McAllister , PhD, is head of speech pathology and audiology, Flinders University of SA. Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education , 7 (2), 104–112. Wendt, O. (2006). Developing critically appraised topics (CATs) . 7th Annual Conference, Division of Augmentative & Alternative Communication, ASHA, San Antonio, TX, USA. Van Oers, B., & Duijkers, D. (2012). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies , 45 (4), 511–534. doi:10.1080/0022027 2.2011.637182 Walsh, G., McGuinness, C., Sproule, L., & Trew, K. (2010). Implementing a play-based and developmentally appropriate curriculum in Northern Ireland primary schools: what lessons have we learned? Early Years , 30 (1), 53–66. doi:10.1080/09575140903442994 Walsh, G., Sproule, L., McGuinness, C., & Trew, K. (2011). Playful structure: A novel image of early years pedagogy for primary school classrooms. Early Years: An International Journal of Research and Development , 31 (2), 107–119. Wechsler Objective Language Dimensions. (1996). WOLD Test of Written Expression . London: The Psychological Corporation. Weisberg, D., Hirsh-Pasek, K., & Golinkoff, R. (2013).

Correspondence to: Associate Professor Sue McAllister Department of Speech Pathology and Audiology Flinders University of SA GPO 2100, Adelaide, 5001, SA phone: +61 8 82045942 email: sue.mcallister@flinders.edu.au

158

JCPSLP Volume 17, Number 3 2015

Journal of Clinical Practice in Speech-Language Pathology