共查询到20条相似文献，搜索用时 15 毫秒
1.
Ravit Cohen-Mimran Liron Reznik-Nevet Sharon Korona-Gaon 《Early Childhood Education Journal》2016,44(1):69-78
The purpose of the present study was to examine the effect of a small-group intervention based on the naturalistic approach on 220 children from 3–5 years of age. All kindergarten children received weekly sessions delivered by a SLP in collaboration with the kindergarten teacher. These sessions included various book related activities. Two intervention groups were identified: children from middle SES neighborhoods and children from low SES neighborhoods. A control group was matched to the first group and included children from middle SES neighborhoods. Children participating in the program were pre and post tested using three language tests in order to assess basic language skills. The main finding was that children in the intervention groups showed significantly greater gains from pre- to post-test relative to children in the comparison group. The program benefited children from different SES environments. The greatest progress was in the area of vocabulary. In sum, the combination of small group setting and age-appropriate interactive activities served to provide language promoting opportunities for these children. 相似文献
2.
This paper reports the findings of a study aimed at investigating the relationship between Singaporean preschool children's play and language patterns. Observations of 56 children (aged between 4.0 and 6.0 years) from middle and lower‐middle income families at play in a standardised setting in their classrooms and in their homes were videotaped and analysed using two play measures and five language measures. Analysis of parental data revealed positive attitudes towards child play and high involvement in children's play. High Caldwell HOME scores revealed homogeneity in home environments for stimulating child learning and cognitive development. Few significant differences as a function of age, sex or SES were found. Correlational data demonstrated the utility of specific play and language measures. Higher levels of play and higher levels of language were correlated. 相似文献
3.
This study explored differences in caregiver–child interactions following children's information‐seeking questions. Naturalistic speech from thirty‐seven 4‐year‐olds and their caregivers was used to explore children's information‐seeking questions, the caregiver's response, and children's subsequent follow‐up. Half of the families were low‐socioeconomic status (SES) and the other half were mid‐SES. Although children across socioeconomic groups asked a similar proportion of questions, mid‐SES caregivers offered significantly more explanatory responses to causal questions as well as more noncircular explanations than low‐SES caregivers. No differences were found in children's follow‐up to responses given to fact‐based questions; however, after hearing unsatisfactory responses to causal questions, mid‐SES children were significantly more likely to provide their own explanation. Such variability in caregiver–child interaction may have implications for subsequent learning. 相似文献
4.
Erinn Hanner Emily J. Braham Leanne Elliott Melissa E. Libertus 《Mind, Brain, and Education》2019,13(2):110-118
Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children. 相似文献
5.
Noreen Yazejian Donna M. Bryant Sydney Hans Diane Horm Lisa St. Clair Nancy File Margaret Burchinal 《Child development》2017,88(5):1671-1688
Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low‐income families and their more economically advantaged peers through high‐quality center‐based programming and strong school–family partnerships. This study randomly assigned 239 children (< 19 months) from low‐income families to Educare or a business‐as‐usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent‐reported problem behaviors, and positive parent–child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer‐rated child behaviors or parent‐rated social competence. The overall results add to the evidence that intervening early can set low‐income children on more positive developmental courses. 相似文献
6.
Sara L. Sohr‐Preston Laura V. Scaramella Monica J. Martin Tricia K. Neppl Lenna Ontai Rand Conger 《Child development》2013,84(3):1046-1062
This third‐generation, longitudinal study evaluated a family investment perspective on family socioeconomic status (SES), parental investments in children, and child development. The theoretical framework was tested for first‐generation parents (G1), their children (G2), and the children of the second generation (G3). G1 SES was expected to predict clear and responsive parental communication. Parental investments were expected to predict educational attainment and parenting for G2 and vocabulary development for G3. For the 139 families in the study, data were collected when G2 were adolescents and early adults and their oldest biological child (G3) was 3–4 years of age. The results demonstrate the importance of SES and parental investments for the development of children and adolescents across multiple generations. 相似文献
7.
Does alphabetic-phonetic writing start with the proper name and how does the name affect reading and writing skills? Sixty 4- to 5½-year-old children from middle SES families with Dutch as their first language wrote their proper name and named letters. For each child we created unique sets of words with and without the child’s first letter of the name to test spelling skills and phonemic sensitivity. Name writing correlated with children’s knowledge of the first letter of the name and phonemic sensitivity for the sound of the first letter of the name. Hierarchical regression analysis makes plausible that both knowledge of the first letter’s name and phonemic sensitivity for this letter explain why name writing results in phonetic spelling with the name letter. Practical implications of the findings are discussed. 相似文献
8.
Children from families of low socioeconomic status (SES) tend to experience lower academic achievement than children from middle-SES families. This discrepancy can be attributed to a range of parental factors. The present study tested: (1) the extent to which academic achievement in three core subjects differs between children from low- and middle-SES backgrounds; (2) the differences in parental expectation, parental involvement, and child engagement across the two groups; and (3) the mediating role of parental expectation, parental involvement, and child engagement in explaining how SES influences children’s academic achievement. The sample consisted of 184 primary students with low SES and 165 primary students with middle SES from mainstream primary schools in Hong Kong. Results revealed significant differences in parental expectation, parental involvement, child engagement, as well as academic achievement in Chinese and English subjects between the low-SES and middle-SES groups. Our findings also suggest that parental expectation, parental involvement, and child engagement may be important mediators in the relationship between SES and academic achievement. 相似文献
9.
10.
Differences in racial socialization practices and their effects were examined in a sample of 241 African American 1st graders (average age 6.59 years) living in an urban area. Child outcomes included cognitive development, receptive language skills, and child problem behavior. The cultural environment of the home was associated with higher cognitive scores for boys living in high negative social climate and low social capital neighborhoods and for girls living in high social capital neighborhoods. The positive association of promotion of mistrust and child behavior problems was magnified in neighborhoods that had low levels of social capital. A high negative social climate in the neighborhood attenuated the positive association between preparation for bias/promotion of mistrust and externalizing problems. 相似文献
11.
Bidirectionality in Self‐Regulation and Expressive Vocabulary: Comparisons Between Monolingual and Dual Language Learners in Preschool 
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下载免费PDF全文 Significant differences in language and self‐regulation skills exist among children when they enter formal schooling. Contributing to these language differences is a growing population of dual language learners (DLLs) in the United States. Given evidence linking self‐regulatory processes and language development, this study explored bidirectional associations between English expressive vocabulary and self‐regulation skills for monolingual English and DLL preschool children (N = 250) from mixed‐income families in Los Angeles. Across three time points, findings provide initial support for bidirectionality between these developing skills for both monolinguals and DLLs. Results provide strong empirical support for vocabulary serving as a leading indicator of self‐regulation skills in preschool. Findings also suggest that early self‐regulation skills play a particularly important role for vocabulary development. 相似文献
12.
The Effectiveness of a Large‐Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark 下载免费PDF全文
下载免费PDF全文 Dorthe Bleses Anders Højen Laura M. Justice Philip S. Dale Line Dybdal Shayne B. Piasta Justin Markussen‐Brown Marit Clausen E. F. Haghish 《Child development》2018,89(4):e342-e363
The present article reports results of a real‐world effectiveness trial conducted in Denmark with six thousand four hundred eighty‐three 3‐ to 6‐year‐olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20‐week storybook‐based intervention: a base intervention and two enhanced versions featuring extended professional development for educators or a home‐based program for parents. Pre‐ to posttest comparisons revealed a significant impact of all three interventions for preliteracy skills (= .21–.27) but not language skills (d = .04–.16), with little differentiation among the three variations. Fidelity, indexed by number of lessons delivered, was a significant predictor of most outcomes. Implications for real‐world research and practice are considered. 相似文献
13.
Mantak Yuen Norman C. Gysbers Raymond M.C. Chan Patrick S.Y. Lau Peter M.K. Shea 《High Ability Studies》2010,21(1):47-62
This article describes the development of an instrument – the Career and Talent Development Self‐Efficacy Scale (CTD‐SES) – for assessing students’ self‐efficacy in applying life skills essential for personal talent development, acquisition of positive work habits, and career exploration. In Study 1, data were obtained from a large sample of Chinese middle‐school students (N=15,113) in Grades 7–9 in Hong Kong. The CTD‐SES is an 18‐item questionnaire with subscales containing items that address students’ orientations toward developing their own talents, acquiring and applying positive work habits, and exploring their career possibilities. Evidence is provided for internal consistency, temporal stability, and factor structure of the CTD‐SES. Goodness of fit statistics provided support for a three‐primary‐factor‐plus‐higher‐factor model, and this solution was used in the statistical analyses. The data also indicated that students with plans for university study reported significantly higher scores than those without on all three domains of career and talent development. In Study 2 (N=308) Grade 10 high‐ability students’ scores in CTD‐SES were correlated with scores in career decision self‐efficacy and academic performance. The development and validation of CTD‐SES is the first step toward investigating career exploration, work habits, and talent development among Asian middle‐school adolescents. 相似文献
14.
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in the quantity and quality of mathematical support children receive in the home and in parent beliefs about early mathematical development and then compares both with children's performance on a comprehensive mathematics assessment. Participants included 90 children in their 1st year of preschool (2 years before kindergarten entry) and 88 children in their prekindergarten year (the year just prior to kindergarten entry). Both cohorts were balanced for SES and gender. The results suggested minimal SES-related variation in mathematical support received in either cohort but clear SES differences in parents’ beliefs about early mathematical development. Middle SES parents of children in both cohorts held higher expectations in terms of skills they expected children to possess by age 5, as well as a more accurate understanding of which skills are within the developmental range of most children by age 5. These differences accounted for unique variance in children's scores on the mathematics assessment. Practice or Policy: Implications are discussed. 相似文献
15.
Olga Alicia Peralta de Mendoza 《European Journal of Psychology of Education - EJPE》1995,10(3):261-272
Picturebook reading is a common form of interaction between parents and young children. This study examined developmental changes and socioeconomic differences in picturebook interactions of motherinfant Argentine dyads. 21 middle and 18 low SES mothers with their 12 to 24 months-old infants interacting with two different books, were observed. It was found that mothers of both SES groups adjusted the level of their demands not only to the task requirements (books) but also to the age of the infant. However, it was also found that the style of the interaction was different depending on the SES of the mother-infant pair. A more demanding and elaborated maternal language along with a linguistically more competent child were found in the middle SES group. 相似文献
16.
Alexandra Massey 《Emotional and Behavioural Difficulties》2013,18(2):121-133
The impact of project‐based learning has been shown to be effective in increasing pupil motivation, improving problem‐solving skills and thinking skills in studies by Barrows and Williams. ‘Project Hour’ was set up in order to conduct a longitudinal study over the course of one academic year, to observe and record progress and development in independent and imaginative learning in a sample of primary school‐aged children with social, emotional and behavioural difficulties. This group was highlighted as having poor development and experience of language and school that has detracted from this aspect of their learning. ‘Project Hour’ allowed the children to have freedom in their creativity regarding a four‐week project chosen individually. The role of the adult was to support the child with materials required and assist the child as the child requested. Over the period of an academic year, the children progressed in their own thinking skills, problem‐solving skills, and creative and organisational skills. The children's behavioural problems in the learning situation reduced and children were keen to participate and to be included in the Project Hour groups. 相似文献
17.
A Path Analysis of Nutrition,Stimulation, and Child Development Among Young Children in Bihar,India 下载免费PDF全文
下载免费PDF全文 Nutrition plays an important role in the development of a child, particularly in low‐ and middle‐income countries where malnutrition is often widespread. The relation between diet, hemoglobin, nutritional status, motor development, stimulation and mental development was examined in a cross‐sectional sample of 1,079 children 12–18 months of age living in rural Bihar, India. Path analysis revealed associations between (a) length‐for‐age z‐scores and motor development, standardized β (β) = .285, p < .001, and (b) motor and all mental development outcomes (language: β = .422; personal‐social: β = .490; memory: β = .139; and executive function: β = .072, all p < .001). Additionally, stimulation was significantly associated with language scores and hemoglobin concentration with memory. These findings inform interventions aimed at improving child development in Northern India. 相似文献
18.
Orla Doyle Louise McEntee Kelly A. McNamara 《European Journal of Psychology of Education - EJPE》2012,27(1):133-154
Socioeconomic inequalities in children’s skills and capabilities begin early in life and can have detrimental effects on future
success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities
using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a disadvantaged urban community of Ireland. It specifically examined differences in skills within a low SES community
in order to investigate the role of relative disadvantage on children’s development. SES differences across multiple domains
of school readiness were examined using Monte Carlo permutation tests and seemingly unrelated regression models. The false
discovery rate (Benjamini and Hochberg 1995) was used to control for multiple hypothesis testing. The results indicated that being from a relatively higher SES background
does not act as a protective factor for children residing in a disadvantaged community for the majority of school readiness
domains. This implies that the neighbourhood may play a role in children’s school readiness skills. These results suggest
that school readiness interventions should target all children living in disadvantaged communities as each child may be at
risk of poor school readiness. 相似文献
19.
School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high‐functioning autism spectrum disorders (HFASD) in a mainstream school context. Sixty‐nine students aged 7–12 took part in one of two different 10‐week versions of the program (structured versus unstructured) to determine their relative effectiveness. Results suggested that both program variants led to improvements in emotion regulation abilities, social skills, and behavior at school and home, maintained at 6‐week follow‐up. However, the structured intervention generally led to superior treatment outcomes. These results suggest that improvements in social–emotional functioning can be achieved for students with HFASD through time‐limited school‐based interventions. Limitations of this study and directions for future research are discussed. 相似文献
20.
Infancy (0–3 years) represents a unique time for language learning. Previous research shows that infants' second language (L2) learning advances rapidly in early education centers, through a research‐based method and curriculum delivered by native‐speaking language tutors. Here we test the potential of this method for broad application, through an interactive online tool, SparkLing?, which trains and certifies language tutors to implement the program in infant education centers. Intervention infants (n = 168) from families of predominantly low socioeconomic status (SES) backgrounds in Madrid, Spain, experienced 18 or 36 weeks of L2 (English) exposure, through daily, 45‐min, group sessions led by SparkLing?‐trained tutors and were compared to a matched Current Practice Comparison (CPC) group of peers (n = 72). Intervention children outperformed the CPC group and showed rapid gains in English comprehension and production. SES was not a significant factor in learning. Infants' L2 skills advance quickly using this research‐to‐practice, scalable program for play‐based infant L2 instruction. 相似文献