Bildiri: Play, Speak, Connect: The Transformative Role of Open-Ended Toys in Young Learners’ English Communication Skills from a Parental Perspective

Özet

This study investigates the role of open-ended toys in supporting young learners’ communicative skills in English, focusing on parental perspectives within an early childhood context. The research aligns with the themes of transformation and inclusivity by examining how open-ended toys may improve communicative skills of young learners and provide accessible opportunities for language use.
The study employed a qualitative research design, utilizing semi-structured interviews which were conducted on the phone and answers were recorded, transcribed and analyzed thematically.Participants were the 10 parents of children aged 4 to 6 who are exposed to English as a second language. The interviews explored parents’ awareness of open-ended toys, their toy preferences, and their own observations of their children’s language use with open ended toys play. The data were analyzed through thematic analysis.
The findings revealed that six participants were familiar with the concept of open-ended toys, while the remaining four were not totally aware of the terminology; however, after the brief explanation, they reported that they try to provide such toys for their children. All participants perceptions’ seemed positive about the impact of open-ended toys on English language development. According to parents, open-ended play supports children in several ways, including motivation, creativity, cognitive engagement, collaboration, concentration, self-confidence, and a sense of freedom in expression.
In terms of language use, most children were reported to use English in their play at the word level, particularly in relation to colors, numbers, shapes, and animals. However, some children were observed to use more complex forms of language and express themselves more fluently during open-ended play. While all parents indicated that they prefer open-ended toys, two participants noted that both open-ended and closed-ended toys may serve different developmental purposes.
Overall, the findings suggest that open-ended toys create inclusive and low-pressure environments encouraging children to engage English language communication in meaningful and appropriate ways. The study contributes to the field of early childhood language education by emphasizing the transformative potential of open ended play materials in improving communicative competence and providing inclusive learning environment.

Huriye Beyza EROĞLU