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1.
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with novel objects with to-be-learned names (Learning condition) and the other with familiar objects with known names (Play condition). Children and parents in the Learning condition modified their individual and joint behaviors when encountering novel objects with to-be-learned names, which created clearer signals that reduced referential ambiguity and potentially facilitated word learning.  相似文献   

2.
Parenting differs in purpose and strategy according to cultural background (Brooks-Gunn & Markman, 2005; Iruka, LaForett, & Odom, 2012). The current study tests a unique latent factor score, Adaptive Parenting, that represents culturally-relevant, positive parenting behaviors: maternal coping with stress through reframing, maternal scaffolding of toddlers’ learning during a low-stress task, and maternal commands during a high-stress task. Participants were Black mothers (N = 119; Mage = 27.78) and their 24- to 30-month-old toddlers. Families were part of a broader study examining family resilience among urban, low-income young children and their families. Results demonstrate that the proposed variables align on a single factor and positively predict toddlers’ emotion regulation. Findings are discussed in the context of Black culturally-specific parenting processes.  相似文献   

3.
Sleep enhances generalization in adults, but this has not been examined in toddlers. This study examined the impact of napping versus wakefulness on the generalization of word learning in toddlers when the contextual background changes during learning. Thirty 2.5‐year‐old children (M = 32.94, SE = 0.46) learned labels for novel categories of objects, presented on different contextual backgrounds, and were tested on their ability to generalize the labels to new exemplars after a 4‐hr delay with or without a nap. The results demonstrated that only children who did not nap were able to generalize learning. These findings have critical implications for the functions of sleep versus wakefulness in generalization, implicating a role for forgetting during wakefulness in generalization.  相似文献   

4.
The present article shows that infant and dyad differences in hand–eye coordination predict dyad differences in joint attention (JA). In the study reported here, 51 toddlers ranging in age from 11 to 24 months and their parents wore head‐mounted eye trackers as they played with objects together. We found that physically active toddlers aligned their looking behavior with their parent and achieved a substantial proportion of time spent jointly attending to the same object. However, JA did not arise through gaze following but rather through the coordination of gaze with manual actions on objects as both infants and parents attended to their partner's object manipulations. Moreover, dyad differences in JA were associated with dyad differences in hand following.  相似文献   

5.
The effects of parent–child conversation and object manipulation on children's learning, transfer of knowledge, and memory were examined in two museum exhibits and conversations recorded at home. Seventy‐eight children (Mage = 4.9) and their parents were randomly assigned to receive conversation cards featuring elaborative questions about exhibit objects, the physical objects themselves, both, or neither, before their exhibit visits. Dyads who received the cards engaged in more elaborative talk and joint nonverbal activities with objects in the first exhibit than those who did not. Dyads who received objects engaged in the most parent–child joint talk. Results also illustrate transfer of information across exhibits and from museum to home. Implications for understanding mechanisms of informal learning and transfer are discussed.  相似文献   

6.
Little is known about toddlers’ acquisition of specific emotion regulation (ER) strategies, and how early ER is shaped by temperament. This study investigated if 24-month-old German toddlers, predominantly from families with high levels of parental education (N = 96, n = 49 male), learned the ER strategy distraction through observational learning, and its interaction with temperament. Increased use of distraction correlated with reduced negative affect. Use of distraction increased through observational learning. Highly active toddlers tended to use active playing activities to distract themselves in a frustrating situation, whereas toddlers with a less active temperament used calmer activities. Toddlers’ learning to apply distraction through observational learning was independent of a match between their own temperament and the model's actions.  相似文献   

7.
Toddlers are remarkably prosocial toward adults, yet little is known about their helping behavior toward peers. In the present study with 18‐ and 30‐month‐old toddlers (n = 192, 48 dyads per age group), one child needed help reaching an object to continue a task that was engaging for both children. The object was within reach of the second child who helped significantly more often compared to a no‐need control condition. The helper also fulfilled the peer's need when the task was engaging only for the child needing help. These findings suggest that toddlers’ skills and motivations of helping do not depend on having a competent and helpful recipient, such as an adult, but rather they are much more flexible and general.  相似文献   

8.
Spatial thinking, an important component of cognition, supports academic achievement and daily activities (e.g., learning science and math; using maps). Better spatial skills are correlated with more spatial play and more parental attention to spatial concepts. Tested here was whether informing mothers about spatial thinking and ways to encourage it would increase the spatial guidance they provide to their preschool children (N = 41; M = 5.23 years) during dyadic block play. Mothers given such instructions indeed produced more spatial language and spatial guidance than mothers asked to play as usual. In instructed dyads, children also used more spatial language; both mothers and children engaged in less pretend play. Findings offer support for designing interventions to encourage parents to foster their children's spatial skills.  相似文献   

9.
This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project, several examples of educational software were developed to scaffold the learning of students performing high level cognitive activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features was determined using a database that tracked students’ movement between scaffolding tools. The gain scores of each dependent variable was then correlated to the students’ feature use (time and hits) embedded in the Artemis Interface. This provided the researchers with significant relationships between the scaffolding features represented in the software and student motivation and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use in time. The first significant correlation (r = .499, p < .05) was between the saving/viewing features hits and the students’ task value. This correlation supports the assumption that there is a positive relationship between the student use of the saving/viewing features and the students’ perception of how interesting, how important, and how useful the task is. The second significant correlation (r = 0.553, p < 0.01) was between the searching features hits and the students’ self-efficacy for learning and performance. This correlation supports the assumption that there is a positive relationship between the student use of the searching features and the students’ perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third significant correlation (r = 0.519, p < 0.05) was between the collaborative features hits and the students’ essay performance scores. This correlation supports the assumption that there is a positive relationship between the student use of the collaborative features and the students’ ability to perform high cognitive tasks. Finally, the last significant correlation (r = 0.576, p < 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual understanding of photosynthesis. This material is based upon work supported by the National Science Foundation (REC9980055). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.  相似文献   

10.
The present research studied children in the second year of life (N = 29, Mage = 21.14 months, SD = 2.64 months) using experimental manipulations within and between subjects to show that responsive parental influence helps children have more frequent sustained object holds with fewer switches between objects compared to when parents are either not involved or over-involved. Regardless of parental involvement, sustained holds were visually rich, based on the size, centeredness, and dominance of the held object relative to other objects. These findings are important because they suggest not only that the child's body creates visually rich scenes across play contexts but also that a responsive parent can increase the frequency of these visually rich and informative moments.  相似文献   

11.
This study explored university students’ views of whether they will need research skills in their future work in relation to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who were not sure whether they would need these skills. The students, who considered research skills important for their future work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations are related to expectations about future work. For instruction, this means that if we were somehow able to change students’ experiences and orientations towards research into a more positive direction, students might be better prepared for their future work.  相似文献   

12.
The Recipe 4 Success preventive intervention targeted multiple factors critical to the health and well-being of toddlers living in poverty. This randomized controlled trial, which was embedded within Early Head Start home visits for 12 weeks, included 242 racially and ethnically diverse families (51% girls; toddler mean age = 2.58 years; data collected 2016–2019). Compared to parents in usual practice home visits, parents in Recipe 4 Success displayed greater sensitive scaffolding of toddlers' learning and more responsive food parenting practices (Cohen's d = .21–.30). Toddlers in Recipe 4 Success exhibited greater self-regulation and had healthier eating habits (Cohen's d = |.16–.35|). Results highlight the value of Recipe 4 Success in promoting parent and toddler behavior change that could have life-long benefits.  相似文献   

13.
In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

14.
This study investigated the longitudinal associations between children’s early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, Mage = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, Mage = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents’ knowledge of number-related games predicted children’s arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children’s mathematical skills.  相似文献   

15.
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words.  相似文献   

16.
This study examined the effect of a “ghost” demonstration on toddlers’ imitation. In the ghost condition, virtual pieces moved to make a fish or boat puzzle. Fifty‐two 2.5‐ and 3‐year‐olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen (n = 23) by 2.5‐ and 3‐year‐olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen (n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood.  相似文献   

17.
Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child‐centered, playful learning programs facilitate learning more than other methods, 4‐ to 5‐year‐old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate “sense‐making,” such as guided play, undergird shape learning.  相似文献   

18.
Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate instructional approach to promote motor skill development to preschool-age children. Twenty undergraduate Early Childhood Education majors, who completed a Motor Development Across the School Years course, designed and implemented a movement program to develop preschoolers’ locomotor and object control skills. Fourteen preschoolers participated in an 11-week movement program. Preschoolers’ motor performance was assessed with the Test of Gross Motor Development—2nd Edition prior to and following the intervention. Results indicate significant improvements in total performance (p < .05) and locomotor skills (p = .037). Findings indicate that with guidance and training, early childhood majors can effectively design and implement a mastery-based movement program that enhances motor skill competence. The findings also demonstrate the need and value for early childhood majors to receive training in the design and implementation of movement programs. This paper provides a conceptual framework and practical recommendations to assist teachers and educators with implementing a mastery climate movement programs.  相似文献   

19.
Research Findings: National policy today is on the brink of defining preschool experiences as essential for children’s academic success. Indeed, many children’s classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful control, social engagement, and language abilities) and tested their organization in a latent factor model of skills hypothesized to promote classroom adaptation. Assessments of low-income children interacting with a parent and examiner from the Early Head Start Research and Evaluation Project were utilized (n = 1,814). The data included observations of mother–child interactions during semistructured activities at home and child behavior assessments. Results indicated that the interrelated structure of children’s skills was best defined in a 2-factor, latent variable model: effortful control and social communication. These learning skills were related to but separate from general cognitive ability. Practice or Policy: Home-visiting programs for infants and toddlers are expected to promote children’s school readiness, yet little research has focused on the skills that facilitate children’s transition to the large-group learning environment at age 3. Implications of this model for early prevention efforts and early childhood teacher training to promote children’s readiness for group-based learning are discussed.  相似文献   

20.
This study examined differences in visual attention as a function of label learning from 6 to 9 months of age. Before and after 3 months of parent‐directed storybook training with computer‐generated novel objects, event‐related potentials and visual fixations were recorded while infants viewed trained and untrained images (n = 23). Relative to a pretraining, a no‐training control group (n = 11), and to infants trained with category‐level labels (e.g., all labeled “Hitchel”), infants trained with individual‐level labels (e.g., “Boris,” “Jamar”) displayed increased visual attention and neural differentiation of objects after training.  相似文献   

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