Children from families with low or insecure incomes are at greater odds of hindered language development and cognitive growth, with gaps in ability between poor and secure families evident as early as preschool.  

Dr. Karyn Allee, assistant professor of Elementary Education at Mercer University asks if guided play could encourage the uptake of language, learning and behaviour among disadvantaged children.

Read the original article: https://doi.org/10.1007/s10643-020-01141-6