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1
Backvall, Patrik. "Preschool Evolved : Communication With Preschool Through Mobile Services." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155764.
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Technological advancements in the fields of communication and information sharing and usage are coming forth more and more rapidly. Information technologies are being introduced in fields that traditionally have been quite isolated in the technological sense. While previously not very distinguished by technological standards, the preschools are now in a process of evolution. A new information technology system for expanding communication possibilities between preschools and caregivers is being developed and tested in a pilot project in Stockholm, Sweden. This system, presently called the Preschool Portal, uses existing technologies like computers, mobile phones and the Internet with the aim of easing information access for both caregivers and preschool employees. The core of the system is an Internet portal where information related to participating preschools is stored. The portal provides both parts with functions to retrieve as well as share information and is online-based which means that it can be accessed from any Internet-connected computer. Using surveys and interviews as the main methods this thesis work strives to answer the question of how this previously non-technological workplace will handle the transition to this advanced and highly integrated information technology system. The preschools in focus in this project are used to work mainly with paper notes and lighter document handling on a computer, with information gathered from telephone and face-to-face conversations. It also looks at the relationship between the caregivers and the preschool employees partly to find out how the caregivers will use the system via their mobile phones, partly if and how that will change the way of work for the preschool employees. The results from the work are presented as a prototype for an iPhone application connecting to the Preschool Portal, and valuable knowledge about how non-technologically based workplaces are affected by the introduction of a system like the Preschool Portal.
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Du, Plessis Sandra. "Multilingual preschool learners: a collaborative approach to communication intervention." Thesis, University of Pretoria, 2006. http://hdl.handle.net/2263/28280.
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Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts that did not exist before. In many South African communities young learners, without any prior knowledge of English, are placed in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners’ academic performances and their future, and requested advice and support. Consequently a need was identified for speech-language therapists to make their expertise available to multilingual preschool learners, as well as to their preschool teachers. To address this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria Central Business District (CBD) and Sunnyside area. A descriptive survey was conducted and two survey techniques were employed to collect the data, namely a questionnaire and a test battery. The questionnaire was used to collect information from 32 teacher participants to investigate the needs and strengths of preschool teachers and multilingual preschool learners. The test battery was utilised to collect data on the language and communication proficiency in English of 30 learner participants. Results indicated that the teacher participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These teachers expressed a need for knowledge and support. They also reported that the multilingual preschool learners in the research context had to communicate in ELoLT despite it being an unfamiliar language. Some of the multilingual preschool learners displayed behaviours that could be indicative of negative influences on their self-esteem. The language and communication assessment revealed that many learner participants’ comprehension and expression in ELoLT were insufficient for learning and that they required support for academic success. In addition, the results support the claim that an integrated view of the multilingual learners’ communication abilities need to be established across contexts, by combining assessment strategies, such as naturalistic and structured assessment, as well as interdisciplinary perspectives. The results of the empirical research was used to propose a service delivery model for the acquisition of ELoLT in the research context. This proposed model may be an effective approach to provide supportive intervention to multilingual preschool learners with linguistic barriers to learning. In addition, initial stage intervention guidelines for the basic level ELoLT learner were offered in response to the needs of the specific community. These guidelines may provide a basis for the planning of intervention strategies to preschool teachers who were concerned about the education and future of multilingual preschool learners.Thesis (DPhil (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
Unrestricted
3
Coleman, Heather M. "PARENT-IMPLEMENTED COMMUNICATION INTERVENTION FOR PRESCHOOL-AGED CHILDREN WITH AUTISM." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5425.
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Exploring the interventions that promote expressive, verbal language for preschool-aged children with autism is essential. When a child is lacking the ability to communicate, parents express that they would like their child to speak. B.F. Skinner (1957) proposed that the mand repertoire (communicative requests) should be an initial focus of language training. Mand training has been shown to be effective for teaching children with autism to communicate. However, many studies exploring mand training utilize highly trained instructors for intervention implementation. Early childhood best practices recommend the use of family-centered interventions and teaching within the natural environment. This study followed these recommendations.
This research utilized a single subject multiple baseline across participants design with two parents and their preschool aged children with autism. The purpose of this dissertation study was two fold: (1) to examine the effects of a verbal mand with direct trial instruction intervention on the verbal communication skills for children with autism, and (2) to investigate if a parent can reliably implement the intervention. Using written instructions, role play, video models, and performance feedback, the researcher taught parents how to implement the intervention with their child. The goal of the intervention was to increase verbal communication skills, specifically the production of independent verbal mands. The intervention under question involved verbal mand training using direct trial instruction (DTI). During DTI the parent taught the child to use mands utilizing a time delay, verbal prompting, and sign language. The researcher collected data during the baseline, intervention, and maintenance phases. In addition to the intervention results, the researcher collected and analyzed social validity, treatment fidelity, and parent competence data.
Results from the intervention effects did not show a functional relation between the treatment and the target behavior. However, both participants increased their ability to use verbal and sign language communication. The parents were able to implement the intervention with fidelity and gained high competence scores related to intervention delivery expertise and behavioral responsiveness. The parents also reported that the intervention was extremely useful for their family. The parents generalized the intervention procedures and their children communicated more throughout their daily routines.
4
Tidwell, W. Guy. "An experimental analysis of generative manding in preschool children." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2115.
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This study examined the development of mands for missing objects. Two female children and two male children (ranging from 2 years, 1 month to 3 years, 5 months) were selected on the basis of screening probes that indicated an absence of manding. A mand probe consisted of instructions to complete a response chain when one of the needed objects was missing. For every response chain, each child was:. (a) taught to label (tact) the objects, (b) then taught to use the objects in reinforced response chains, and (c) then given mand probes for the stimuli just trained.
Results for all children indicated correct responses· to tact and operation probes but incorrect responses to the mand probes. After pretraining, mands were trained one at a time until generalized manding developed. The efficacy of the training procedures was established by using a multiple probe design. These results are discussed in terms of mands and tacts representing distinct response classes.
5
Sobon, Jill Veronica. "Parent-Teacher Communication During Transition Times: A Teacher's View." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/46212.
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This study explored informal conversations between parents and me at the Virginia Tech Child Development Lab School during transition times, or arrival and departure of the child. An ethnography was used for this study. I, as the participant observer, recorded the natural interactions and comments between 28 parents and myself during the transition times. I analyzed the data using a coding procedure that uncovered four main themes: (1) Opening Communication, (2) Communication Focused on the Child, (3) Problem-Solving Communication, and (4) Factors that Enhance and Hinder Communication. My findings and reflections revealed the content of transition time communication and how it helped me develop relationships with parents. Implications for parents, teachers, and future researchers are suggested.Master of Science
6
Fries, Patrick Thomas. "Television Exposure and Preschool Children’s Executive Function: The Role of Content and Context." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543354268248892.
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Phaal, Bianca. "An examination of anxiety and communication apprehension in preschool children who stutter." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1490.
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People who stutter (PWS) tend to have increased levels of anxiety compared to people who do not stutter (PWNS), particularly in social situations (Messenger, Onslow, Packman, & Menzies, 2004). In addition, children who stutter (CWS) as young as 3 years of age reportedly have more negative communication attitudes than their fluent peers, and these attitudes appear to worsen with age and stuttering severity (De Nil & Brutten, 1990, 1991; Vanryckeghem, Brutten, & Hernandez, 2005). The present study sought to examine generalized anxiety and communication apprehension in preschool CWS. Seven CWS aged between 3;3 and 4;11 years, and seven sex and age-matched children who do not stutter (CWNS) provided salivary cortisol samples at three distinct sampling times across a one-week period. They additionally provided a conversational speech sample, and were administered the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (Vanryckeghem & Brutten, 2007). Parents were required to complete the Preschool Anxiety Scale (Spence & Rapee, 1999) to provide estimates of their child's anxiety level. Results revealed no significant differences between CWS and CWNS in generalized anxiety or communication apprehension. No relationships were found between stuttering severity and generalized anxiety or communication apprehension either. Thus, it is concluded that generalized anxiety and communication apprehension are not associated with early childhood stuttering. Any changes in anxiety levels are likely to occur with increased chronological age and stuttering chronicity.
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Beacham, Cindy Viola. "Development of a Communication Tool to Support the Preschool Interior Design Process." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/37546.
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This study was designed to investigate the need for a communication tool to support
child development professionals, design professionals, and parents in the preschool design
process. Guided by the theoretical perspectives of Gardner and Bronfenbrenner, this research
examined the need for a support tool in the design process, the format and content of such a
tool, and the evaluation of a tool developed using the data as an organizing structure.
The following research questions guided this study: (a) Is a tool or support document
needed to help educate and support communication between child development professionals,
parents, and design professionals in the early phases of designing a preschool facility?, (b)
What are the format and content issues that need to be addressed and included in developing
such a tool?, and (c) How would child development professionals, design professionals, and
parents comment on the usefulness of an educational/communication tool?
A multi-method data collection procedure was used to gather the data for the study. A
focus group was conducted to ascertain general information from child development
professionals, design professionals, and parents about their opinions and perceptions of the
design process as a result of their personal experiences. Following the focus group, 13
interviews were conducted with different individuals, but representative of the same three
populations. Upon completion of the interviews, the data were used as an organizing structure
for the writing of a communication tool to aid in the design process of preschool facilities. The
tool was then sent to 26 individuals for feedback using a questionnaire requesting responses
about the need, content, and format of the document.
The results of this study showed that a support tool that fostered greater communication
between child development professionals, design professionals, and parents was needed.
Responses to the focus group and interviews also indicated that the format of the tool should be
paper-based, or in book form, and that the themes identified in the responses should guide the
content of the tool. Questionnaire responses confirm that the tool developed was an
appropriate document that provided important information for the respondents.Ph. D.
9
Walker, Brittanny L. "A Content Analysis Investigating Persuasion Intent in YouTube Videos that Target Preschool-Age Children." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10815095.
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Advertising to children has been a topic of discussion for many years. In fact, the Federal Trade Commission is still researching way to better regulate advertising to children. This thesis investigates the persuasion intent as inferred from video content strategies, themes, and descriptions associated with YouTube videos that target preschool-age children posted on the Ryan ToysReview YouTube channel. With the advancement of technology and children?s growing ability to interact with technology, including social media networks, marketing and advertising professionals are finding new ways to promote toys to children during their unsupervised time on such platforms. From the research presented in the Literature Review, persuasion intent may be presented even if it is not in traditional advertising including YouTube videos. The significance of this study is to help add to the existing research that seeks to identify how YouTube videos may contribute to what scholars understand about the way children learn new skills and behavior and believe is associated with how they are being socialized into consumers. This was done to encourage change in regulatory issues by the Federal Trade Commission as well as suggest appropriate changes or updates to skills presently taught to future advertising professionals in undergraduate advertising curricula.
10
Horowitz, Laura. "Conflict resolution and development of communication competence in preschool boys with language impairment /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-527-5/.
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Österberg, Emma. "Tecken som Alternativ och Kompletterande Kommunikation i förskolan : En kvalitativ studie om förskollärares användning av TAKK i verksamheten." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35559.
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The purpose of this study is to examine how preschool teachers work with signs as alternative and additional communication in preschool to promote the development of children's language development. My questions of issue are how do preschool teachers use signs as alternative and additional communication in preschool, how do the teachers motivate and describe their work and what experiences does the preschool teachers have with signs as alternative and additional communication in preschool? My method of this study has been qualitative where interviews were made with six preschool teachers. To analyze the result of the interviews I have used the socio-cultural perspective by Vygotskij, that describes how important the language and interaction between people are. I also used Vygotskijs model the nearest development zone to analyze the importance of interplay between the preschool teachers and children. I have also used previous research and studies to strengthen my study. The study results are that all preschool teachers work with signs as alternative and additional communication with the purpose to develop all children’s communication. All the teachers had good experiences and a positive attitude to signs as language development for children. The preschool teachers consider it necessary to have more education in signs and to get follow-up of their work.
12
Ledin, Åsa. "Att arbeta med språk kräver tid för varje barn : Om förskollärares arbete med språk i stora småbarnsgrupper." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28969.
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This essay aims to study how preschool teachers with big groups of small children believe they are working to give every individual child stimulation and challenges in its language and communication development in accordance with the curriculum. The method I chose to use consists of quantitative interviews with preschool teachers. I based my studies on a sociocultural aspect and Lev Vygotskij’s theories on language, learning and the teacher’s role. The results from the interviews and analyses around these theories were presented based on the definition of the terms ’stimulate’ and ’challenge’, the preschool teachers’ working method, challenges in the work itself and the influence from the organization. Based on previous research, I then went on to discuss the different aspects that became evident through my analysis. The discussion involved the preschool teachers’ perceived working methods, the importance of the teacher’s attitude, the importance of the organization and the body language of the child. My conclusion was that when it comes to giving every child an opportunity to be stimulated and challenged in their language and communication development, the teacher’s attitude is the most important factor. I could also establish that what prevents preschool teachers from having an attitude encouraging language development is that small children demand a lot of communication time with the teachers, something that is not always possible with a group containing many children. Finally, I made a recommendation based on my opinion that a separate curriculum for small preschool children should be implemented, where the body language of the children have a central role in stimulating and challenging every child’s individual language and communication development.
13
Gibson, Maradee Wynn. "The metacommunicative abilities of preschool children in sociodramatic play." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9842.
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Hu, Xinyun, and 胡馨允. "Pre-service teachers' information communication technology (ICT) adoption in preschool settings in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211030.
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Teacher education programmes are expected to prepare pre-service teachers (PSTs) to use Information and Communication Technology (ICT) in their future teaching and learning practice. However, whether and how PSTs actually integrate ICT in their teaching practice is influenced by many other factors in addition to their own personal background and educational exposure. This study investigates the technologies used and the kind of ICT-related pedagogical approaches adopted by PSTs’ teaching practicum, and to examine how these are influenced by school-level and personal-level factors.
Fifteen PSTs assigned in the same teaching practicum group were selected as the focal subjects for this study. The methodological approach taken in this research was multiple case studies, involving in-depth data collection through surveys, interviews, observations and document analysis during various stages of the PSTs’ in seven preschools over two semesters. Findings reveal three pedagogical approaches adopted by the PSTs: 1) teacher-initiated and teacher-directed, 2) teacher-initiated and children-directed, and 3) children-initiated and children-directed. The most frequent pedagogical approach overall was teacher-directed approach. The adoption of children-directed activities was much lower, and children-initiated activities were very infrequent. Similar patterns were found in ICT-related learning activities: a majority of these were initiated and directed by PSTs and only limited opportunities for children to direct the use of ICT. No ICT was used in children-initiated activities.
Further analyses reveal that school-level conditions were important in influencing PSTs’ decision-making in relation to ICT use. These conditions include: nature of the curriculum adopted by the school, ICT access, and the mentor teachers’ pedagogical use of ICT. In schools with a greater understanding and adoption of children-centred approaches, PSTs had more opportunities to involve children in using ICT in teacher-initiated and children-directed activities. In structured teacher-centred classrooms, PSTs follow their mentor teacher’s use of ICT, mainly in teacher-initiated and teacher-directed approach. It is found that the mentor teacher played a very important role in demonstrating the pedagogical use of ICT.
The study found that personal conditions such as the PSTs’ self-reported personal use of ICT and their competence in using ICT also affected how they used ICT in their practice. While the PSTs had similar ways of using ICT for their own personal activities, they varied in the confidence and competence in pedagogical use of ICT. They all felt confident in using ICT to prepare and present visual learning resources, but were less confident in preparing lessons that involve the use of ICT by children, and even less confident in guiding children’s use of ICT.
These findings suggest that in order for teacher education programmes to effectively prepare PSTs for ICT integration, mutual understanding and collaboration with practicum schools and mentor teachers are important. Teacher educators and teacher education institutions are only part of the education ecosystem. Aligned vision and efforts involving policy makers and school leaders at the system and school levels are necessary to create the appropriate conditions for mentor teachers to support PSTs in exploring innovative ways of using ICT in early childhood education.published_or_final_version
Education
Doctoral
Doctor of Education
15
Peters, Mary T. "The effects of an aided communication device on the communicative interactions of preschool students with disabilities and their age-mate peers /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120908518.
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Lilly, Gregory Keith. "Temporal Characteristics of Words Surrounding a Moment of Stuttering in Preschool-age Children." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5254.
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Until this time, few studies have examined differences in durational characteristics in words surrounding a moment of stuttering for untreated preschool children. It is important to determine whether or not untreated preschoolers' who stutter alter the duration of their speech when they stutter versus when they are fluent to determine what factors influence stuttering behaviors. The purpose of the present study was to examine the duration of words immediately before and after a stuttered word and the duration of the matched target word in the identical fluent utterance. The following questions were to be addressed: 1) Is there a significant durational difference between a word preceding a stuttered word and the duration of the same word in a corresponding fluent utterance? 2) Is there a significant durational difference between a word following a stuttered word and the duration of the same word in a corresponding fluent utterance? Three subjects between the ages of 4 years, 6 months and 6 years, 11 months who had never received treatment participated. Subjects were recorded using a delayed imitation task, elicited from 60 action pictures in the Patterned Elicited Syntax Test, (PEST} two times in succession with a five minute rest period between elicited utterances. Phrases and sentences containing a stuttered word and identical elicited fluent utterances were used for analysis. The duration of the following words in milliseconds (msec.) were calculated using the CSRE 4.2 software program: l} The duration of the word immediately preceding a stuttered event within the same utterance (BSTUT}. 2) The duration of the same word in the identical fluent utterance (BNSTUT). 3) The duration of the word immediately following a stuttered event within the same utterance (ASTUT) . 4) The duration of the same word in the identical fluent utterance (ANSTUT) . A total of 44 samples were obtained. A two tailed ttest was completed at the .05 confidence level to determine the significance between the BSTUT vs. BNSTUT and ASTUT vs. ANSTUT word pairs. Results did not find statistically significant differences.
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Mngomezulu, Jocelyn Ruth. "Determining an AAC core vocabulary for Zulu- speaking preschool children." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64811.
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Persons who cannot rely on natural speech to fulfil their communication need to use
augmentative and alternative communication (AAC) to enable them to participate in life
activities. For persons who are nonliterate, the vocabulary for the AAC systems must be
preselected. A core vocabulary approach proposes that vocabulary used with a high frequency in
spoken language samples be included in AAC systems, in order to ensure that communication
can take place across a variety of contexts, and to enable the generation of novel utterances.
Various studies have recorded the speech of persons without disabilities in order to determine
core vocabulary lists in a number of languages.
In South Africa, 22.7% of the population speak Zulu as a home language. There is to date no
published Zulu core vocabulary list. This quantitative observational study therefore aimed to
determine a core vocabulary for Zulu-speaking preschoolers.
Six children aged between 5;1 (years;months) and 5;9 from three different rural preschools
participated in the study. The spontaneous speech of these participants was captured during
typical preschool activities using small, body-worn digital voice recorders. A total of 9000
orthographic words were captured and transcribed. Due to the linguistic structure of Zulu, the
sample was analysed using a formative tagging system, in order to capture the smallest
meaningful parts of the language. By applying inclusion criteria of frequency counts of ≥0.5‰
and use by at least two participants (commonality score), a core vocabulary of 221 formatives
was determined, which accounted for 88.9% of the total composite sample. The formatives in
this core vocabulary are further described and, where possible, compared to the core vocabulary
of previous studies. Implications for the design of Zulu AAC systems are discussed.IsiZulu: Abantu abangakwazi ukukhuluma ngendlela ejwayelekile baye badinge ukusebenzisa iAugmentative and Alternative Communication (i-AAC) ukuze nabo bezophila benze njengabantu bonke. Kulabo abangakwazi ukufunda nokubhala, kumele bakhethelwe amagama azofakwa ezinsizeni zabo (assistive devices) zokukhuluma. Isu lamagama asetshenziswa njalo njalo liphakamisa ukuthi kumele kufakwe wona ezinsizeni zokukhuluma ikhona inkulumo izophumelela nomaphi futhi ukuze oyisebenzisayo ezokwazi ukuzikhulumela azakhele nemisho emisha. Ucwaningo olahlukahlukene seluye lwaqopha izinkulumo zabantu abazikhulumelayo ukuze kutholakale izinhlu zamagama asetshenziswa njalo njalo ezilimini ezahlukeneyo. ENingizimu Afrika, ngama-22.7% ezakhamuzi akhuluma isiZulu njengolimi lwebele. Kuze kube yinamhlanje alukho uhla lwamagama esiZulu asetshenziswa njalo njalo oseluke lwashicilelwa. Ngakho-ke lolu cwaningo lokubheka ngezibalo luhlose ukuthola uhlelo lwamagama asetshenziswa njalo njalo yizingane ezikuzinkulisa ezikhuluma isiZulu. Yizingane eziyisi-6 ezangena kulolucwaningo ezazineminyaka yobudala engaphakathi kwe-5;1 (iminyaka;izinyanga) ukuya eminyakeni yobudala emi-5;9. Ezazisuka ezizinkuliseni zasemakhaya ezintathu ezahlukene. Zazifakwe izikhwanyana ezaziphethe iziqophamazwi, zaqoshwa zizikhulumela zingagqutshwa muntu, zibe zenza zonke izinto ezijwayele ukuzenza umangabe zazikunkulisa. Abhalwa phansi amagama ayekhulunywa izingane aze afika ku-9000. Ngenxa yohlelo lolimi lwesiZulu, kwaphoqa ukuthi kusetshenziswe indlela yokubala amagama eyayizowahlaziya ngokwezakhi zawo. Isakhi ngasinye ukuze sibalwe njengegama elisetshenziswa njalo njalo kwakumele sivele ngokuphindapinda ngaphezu kuka-0.5‰ (≥0.5‰), siphinde futhi sisetshenziswe izingane okungenani ezimbili. Ngalendlela kwatholakala izakhi ezingu-221 athathwa njengamagama asetshenziswa njalo njalo. Lezozakhi futhi zatholakala ukuthi zibambe inxenye engu-88.9% yayo yonke inkulumo yezingane eyayiqoshiwe. Izakhi ezikuloluhlelo ziyaqhubeka zichazwe, ziqhathaniswe futhi lapho okunokuqhathaniswa khona nohla lwezingcwaningo ezedlule. Umqondo ovezwa izakhi nawo uyahlaziywa mayelana nokusungulwa kwezinsizi zokukhuluma ezisosebenzisa isiZulu.
Afrikaans: Persone wat nie op natuurlike spraak kan staatmaak om hulle kommunikasiebehoeftes te vervul nie, moet gebruik maak van aanvullende en alternatiewe kommunikasie (AAK) om hulle in staat te stel om aan lewensaktiwiteite deel te neem. Vir persone wat nie geletterd is nie, moet die woordeskat vir die AAK-sisteem vooraf gekies word. ‘n Kernwoordeskat-benadering stel voor dat woordeskat, wat met hoë frekwensie in gesproke taal gebruik word in AAK-sisteme ingesluit word, om te verseker dat kommunikasie oor ‘n verskeidenheid kontekste kan plaasvind, en om nuwe uitinge te genereer. Verskeie studies het die spraak van persone sonder gestremdheid opgeneem om kernwoordeskatlyste in verkeie tale te bepaal. In Suid-Afrika besig 22.7% van die bevolking Zulu as huistaal. Daar is tot op hede geen gepubliseerde Zulu kernwoordeskatlys nie. Hierdie kwantitatiewe waarnemingstudie het dus gepoog om ‘n kernwoordeskat vir Zulu-sprekende voorskoolse kinders te bepaal. Ses kinders tussen die ouderdomme van 5;1 (jare;maande) en 5;9 van drie verskillende landelike voorskole het aan die studie deelgeneem. Die spontane spraak van die deelnemers is gedurende tipiese voorskoolse aktiwiteite opgeneem, deur gebruik te maak van klein, digitale bandopnemers wat op die liggaam gedra word. ‘n Totaal van 9000 ortografiese woorde is opgeneem en getranskribeer. Weens die linguistiese struktuur van Zulu is die steekproef deur ‘n formatiewe koderingsisteem geanaliseer, om die kleinste betekenisvolle dele van die taal vas te lê. Deur insluitingskriteria van frekwensietellings van ≥0.5‰ en gebruik deur ten minste twee deelnemers (algemeenheidstelling) aan te wend, is ‘n kernwoordeskat van 221 formatiewe vasgestel, wat 88.9% van die totale saamgestelde steekproef gedek het. Die formatiewe in hierdie kernwoordeskat word verder beskryf, en, waar moontlik, vergelyk met die kernwoordeskat van vorige studies. Implikasies vir die ontwerp van Zulu AAK sisteme word bespreek.
Dissertation (MA)--University of Pretoria, 2017.
Oppenheimer Memorial Trust (OMT)
National Research Foundation (NRF)
Centre for Augmentative and Alternative Communication (CAAC)
MA
Unrestricted
18
Allen, Chloe. "The development of play and social communication skills in preschool children with autism spectrum conditions." Thesis, University of Southampton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618731.
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Children with autism spectrum conditions (ASCs) show symptoms related to deficits in imagination, social interaction and communication. These differences have an impact on the development of their play skills. Compared to typically developing children, children with ASCs show repetitive and largely sensorimotor play; more developmentally complex forms of play are less apparent. Furthermore, research has demonstrated that play skills are associated with a wide range of other developmental areas, including social cognitive skills. Consequently play is recognised as both a subject of, and platform for. intervention. The literature review explored a variety of interventions aiming to enhance play skills and identified a need for future research to utilise more rigorous methodologies and explore a broader range of outcomes. The empirical paper aimed to build on previous research by using a randomised controlled trial methodology. to explore the effects of the Identiplay intervention for 14 young children with ASCs. Outcome measures included children's developmental level of play, social level of play and frequency of communication behaviours pre and post intervention and at follow up. Teachers were also asked to rate children's prosocial behaviour and peer problems. The results showed children in the intervention group made significant gains in the developmental level of play over time. Children in the comparison group demonstrated significant improvements in the frequency of their social communication behaviours over time. There was no significant change in levels of social play, prosocial behaviour or peer problems in either group over time. The results were broadly consistent with previous research demonstrating that interventions can enhance the developmental level of children's play. The lack of significant change within the intervention group for social play and social communication behaviours is in contrast to previous research. Implications and directions for future research are discussed.
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Phelps, Sara. "Phonological awareness training in a preschool classroom of typically developing children." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0410103-161418/unrestricted/PhelpsS040803d.pdf.
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Thesis (M.S.)--East Tennessee State University, 2003.Title from electronic submission form. ETSU ETD database URN: etd-0410103-161418. Includes bibliographical references. Also available via Internet at the UMI web site.
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Condie, Kimberly Jeanne. "Finish-a-Rhyme-Story: A Rhyme Cloze Assessment for Preschool Children." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1741.
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Educators need measurement tools to determine phonological awareness in young children. This study investigated the appropriateness of rhyme cloze tasks, referred to as Finish-a-Rhyme-Story items, which were designed to measure preschool and kindergarten children's early rhyme development. The rhyme cloze tasks required children to verbally complete a sentence by filling in a final rhyming word that matched a rhyme pattern highlighted in a short story that was read aloud to them. The task required rhyme awareness as well as comprehension of the language in the story. Twenty-four items were individually administered to preschool (n = 207) and kindergarten (n = 382) children to determine item performance and discriminative power. Rasch analysis indicated that the difficulty level of the items was well matched for the sample indicating that the items were developmentally appropriate for preschool and kindergarten children. Several analyses of variance (ANOVA) compared the performance of preschool and kindergarten children as well as the performance of monolingual English speaking (ENG) children and English Language Learners (ELL) to determine if there were group differences on the rhyme cloze measure. Results also indicated that the items have the ability to discriminate between children with high and low level rhyming ability based on the Rasch model; kindergarten children were more aware of the rhyme component than preschool children and ENG children were more aware than ELL children.
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LIEBERMAN, EVELYN JACKSON. "NAME WRITING AND THE PRESCHOOL CHILD (LANGUAGE ACQUISITION, PREOPERATIONAL, CONSTRUCTION OF KNOWLEDGE, PIAGET)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188122.
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This study explored the construction of written language knowledge as evidenced by the changes in forty-seven preschool children's autographs. Throughout the school year children were asked to "write your name and draw a picture of yourself." The resulting name writing samples indicated that changes in children's autographs were not idiosyncratic but identifiable transitions in a cognitive constructive process as children gradually attempted to make sense out of written language by writing their names. Transitions identified in children's autographs included: graphic actions (scribbling); random graphemes dispersed within drawing; spatial differentiation between writing and drawing; zigzag lines; zigzag lines with graphemes; linear and eventually horizontal, discrete, letterlike strings; reduced number of graphemes; increasing number of pertinent letters in and/or out of order; appropriate number of placeholders and pertinent letters; recognizable letters; and, eventually conventional signatures. As children's autographs evolved over time they provided evidence that children construct knowledge about written language much as Piaget and others have suggested young children construct logico-mathematical knowledge; not by using adult logic but by trying to make sense of and understand written language. Conventional or even recognizable autographs did not suddenly appear or result from the copying of models. Rather, autographs evolved over time as children devised strategies and followed intuitive rules while solving the problem of distinguishing writing from drawing, generating the culturally significant actions involved in writing, discovering the distinctive orthographic features of letters, and eventually controlling the orthographic conventions of name writing. In addition to providing evidence for name writing as a constructive process, this study also presented information indicating that initially, name writing is ideographic and is not based on knowledge of letter names or understanding letter/sound correspondences. Name writing was also discussed as a significant sign of young children's emerging use of symbols. The conclusion was reached that name writing, when approached as a constructive process, is an appropriate curriculum component in preschool programs and an essential ingredient in the emerging literacy of young children.
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Elg, Louise. "Tecken i verbal kommunikation för språkutveckling i förskolan. : En jämförelse mellan två förskolor i ett urval pedagogers uppfattningar om hur metoden TAKK används i barngrupperna." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47792.
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The purpose of this work is to show howcome ACC (Augmentative and alternative communication) would be used in preschool with all the children and not just with the children who are in need of it. This study therefore has the task of comparing two different preschools, one municipal and one private, to get knowledge of educators perceptions and expectations of its work with ACC in verbal communication with the children. To conduct the survey, questionnaires were sent to the respondents. One group of informants was working at a municipal preschool, the other group is working at a Swedish church's preschool. The questionnaires were compiled to show any similarities or differences among the preschools and what these may be depended on. The results show that educators in the municipal preschool are familiar with the work of ACC and welcomes the method. The replies from the respondents in the Swedish church's preschool are however show a certain resignation because respondents say they want to use ACC but they don’t really manage to create time and opportunities. The study also shows that the work of ACC in preschool represents a solid support to all children's language development and vocabulary building, regardless of difficulties. Thus it can be concluded that ACC contributes to children are treated in an equal way in linguistic communication with adults.
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Palusz, Klaudia. "Jag ser att ni är osams, hur ska vi göra nu då? : En kvalitativ intervjustudie om förskollärarens strategier vid konflikhantering mellan barn på förskolan." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34217.
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‘’I see that you are quarrelling, what we supposed to do with this now?’’ The subject of my research is conflict management in preschool in order to gain knowledge about the perception of conflicts preschoolers, and how they relate to children's conflicts and conflict management. Moreover, I would like to find out which types of strategies are used by preschoolers to deal with conflicts and how these strategies can help to prevent clashes. Content of the research is based on the sociocultural theory of Lev Vygotsky's and Richard Cohen's conflict pyramid, describing different levels of conflict strategies. In order to accurately present the subject and answer all question I have used qualitative interviews with preschool teachers. The results indicate that the conflicts are fundamentally positive, therefore the individual or the group can develop themselves in a proper way. Preschool teachers noticed that conflicts usually appear when children are quarrelling and disagree in some situation. Many conflicts concern material issues for example toys or general misunderstandings. Preschool teachers use different strategies to deal with conflicts between children, for instance: mediating, discussing or reflecting together in conflict situations. Furthermore, communication and interaction between preschoolteachers and children are the most important aspect in conflict management, because through them people learn and develop. Preschool teachers emphasize that they work in the present as well as preventive to reduce situations caused conflicts and to strengthen children's skills to deal with conflicts.
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Rasmussen, Michelle G. "The Assessment of Articulation and Phonological Skills in Preschool Cleft Palate Children." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4009.
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There has been a lack of comprehensive analyses of the articulation and phonological skills of preschool cleft palate children. Therefore, a comprehensive analysis, following a model suggested by Ingram (1981), was completed on three preschool children with cleft palates. The analysis was completed on a videotaped conversational play sample.
Each sample was transcribed using the International Phonetic Alphabet (IPA), compensatory substitution symbols, and diacritics. The samples were analyzed for a phonetic inventory of the sounds in the initial, medial, and final positions of words; for homonyms; for substitutions, distortions, and omissions; and for phonological processes. Each of the four analyses was summarized on a summary sheet.
The results of the study indicated that each of the four analyses provides information that would enhance intervention planning. The results demonstrated that the subjects appeared to benefit more from some of the analyses than others. Each subject scored differently on the whole analysis. This was not predictable from the former testing results available for the subjects. Therefore, it seems essential that a comprehensive speech analysis be provided for preschool children who have cleft palates and are at risk of articulation and phonological delay.
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Blomqvist, Emelie. "Barn med svenska som andraspråk och deras inflytande i förskoleklass. : En studie om några pedagogers uppfattning om hur de arbetar med barn som har svenska som andraspråk i förskoleklass." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43508.
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The intention of this study is to describe some pedagogue’s exceptions of how they work with children who has Swedish as a second language and how they work with the policy documents and rights that is available. The study is based on three structured interviews with very experienced pedagogues that work in preschool. The three interviews are recorded and adapted. To analyze the data a socio-cultural approach was used. The conclusion of my study was that the pedagogues who work in preschool has a similar way to work with bilingual children and that they consider that communication through speak, pictures and the body language is the most important thing to get the children accessorial to the preschool activities and to maintain the rights.Syftet med denna studie är att beskriva några pedagogers uppfattningar om hur de arbetar med barn som har svenska som andraspråk och hur de arbetar utifrån de styrdokument och rättigheter som finns. Studien bygger på tre ostrukturerade intervjuer med erfarna pedagoger som arbetar i förskoleklass. Intervjuerna är inspelade och transkriberade. För att analysera innehållet av datan så har en sociokulturell ansats används. De slutsatser jag dragit är att pedagogerna i förskoleklass som intervjuades har ett liknande arbetssätt vad det gäller de tvåspråkiga barnen. De anser att kommunikation via tal, bilder och kropp är det viktigaste för att barnen ska bli delaktiga i verksamheten och att upprätthålla de rättigheter som finns.
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Moreira, Tamires Soares [UNESP]. "Desempenho de pré-escolares com queixa de Distúrbios da Comunicação no Preschool Language Assessment Instrument (Plai-2)." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/138883.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
A Comunicação Humana envolve habilidades de recepção (entrada) e expressão (saída) da linguagem, que o indivíduo desenvolve, sejam elas relativas à fala, à escrita ou por meio de gestos. A avaliação da comunicação humana tem por objetivo levantar hipóteses diagnósticas e pode ser feita com o uso de testes padronizados. O Preschool Language Assessment Instrument – Second Edition (PLAI-2) é um instrumento norte-americano recém-traduzido e adaptado para o Português Brasileiro. Trata-se de um teste formal, utilizado para avaliar habilidades comunicativas em nível de recepção e expressão de crianças em idade pré-escolar. As habilidades comunicativas do PLAI-2 estão de acordo com quatro níveis de habilidade comunicativa: (1) escolha, que é a habilidade comunicativa mais elementar, somente vinculada a objetos tangíveis; (2) análise seletiva, item em que a criança deve responder a aspectos mais seletivos mediante uma situação controlada; (3) análise perceptual, que exige que a criança resista aos demais componentes e responda de acordo com as suas experiências o que está de acordo com a ordem solicitada; (4) raciocínio, que é a habilidade mais complexa da habilidade comunicativa e corresponde ao que a criança pensa sobre o que poderia, pode ou que aconteceria diante de determinadas condições. Este estudo teve como objetivos (1) verificar o desempenho de crianças com distúrbios de comunicação na versão brasileira do PLAI-2 e comparar com o desempenho de crianças com desenvolvimento típico; (2) verificar se a versão brasileira do PLAI-2 discrimina crianças com Transtorno de Linguagem de outras crianças com demais distúrbios da comunicação; (3) verificar se a versão brasileira do PLAI-2 diferencia graus de comprometimentos dos Distúrbios de linguagem. Participaram deste estudo 52 crianças com Distúrbios da Comunicação (23 com transtorno de linguagem, 24 com transtorno fonológico, 2 com gagueira e 3 com alteração de motricidade orofacial) e 104 crianças do grupo comparativo, com desenvolvimento típico de linguagem. Os dados foram analisados por meio do teste estatístico. Os resultados da comparação entre o grupo de Distúrbios da Comunicação ao grupo comparativo indicaram que as crianças com Distúrbios da Comunicação apresentaram desempenho abaixo quando comparado ao grupo comparativo com diferenças estatisticamente significantes na maioria dos itens e subitens do PLAI-2, em todos os grupos etários. Na comparação entre os subgrupos amostrais, os resultados mostraram que crianças com Transtorno de Linguagem, apresentaram escores abaixo em todos os itens e subitens do teste, quando comparadas a crianças que apresentam outros transtornos, como o Transtorno fonológico, a Gagueira e as Alterações de Motricidade Orofacial. Quanto ao grau de comprometimento, os resultados apontaram para uma correlação positiva entre o grau de comprometimento atribuído na avaliação clínica e o grau do comprometimento de linguagem do PLAI-2, em crianças com Transtorno de Linguagem. Após a análise dos resultados, foi possível concluir que (1) crianças com Distúrbios da Comunicação apresentaram, no PLAI-2, desempenho abaixo quando comparados ao desempenho de crianças com desenvolvimento típico de linguagem; (2) a versão brasileira do PLAI-2 foi capaz de discriminar o desempenho de crianças com Transtorno de Linguagem de crianças com outros transtornos (Transtorno Fonológico, Gagueira e Alterações de Motricidade Orofacial); (3) a versão brasileira do PLAI-2 diferenciou graus de comprometimento dos quadros de Transtorno de linguagem.
The Human Communication involves receiving skills (input) and expression (output) of language, the individual develops these skills, whether spoken, written or through gestures. The assessment of human communication aims to raise diagnostic hypotheses, and can be done with the use of standardized tests. The Preschool Language Assessment Instrument - Second Edition (PLAI-2) is an American instrument newly translated and adapted to Brazilian Portuguese. This is a formal test used to assess communication skills in both inbound and expression of children in preschool age. The PLAI-2 communication skills according to four levels of communication skills:(1) choice, which is the most basic communication skills, only linked to tangible objects; (2) selective analysis item in which the child must answer more selective aspects through a controlled situation; (3) perceptual analysis, which requires the child to resist other components and respond according to their experiences which is in accordance with the order being requested; (4) reasoning, which is the most complex skill of communicative ability and corresponds to what the child thinks about what might, could or would happen before certain conditions. This study aimed to (1) verify the performance of children with communication disorders in the Brazilian version of PLAI-2 and compare the performance of children with typical development; (2) verify that the Brazilian version of PLAI-2 discriminates children with language disorder of other children with other communication disorders; (3) verify that the Brazilian version PLAI-2 different degrees of impairment of language disorders. The study included 52 children with communication disorders (23 with language disorder, 24 with phonological disorders, stuttering with two and three changes of orofacial motor skills) and 104 children in the comparison group, with typical language development. The data were analyzed using the statistical test. The results of the comparison between the Communication Disorders group the comparison group, indicated that children with communication disorders performed below when compared to the comparison group with statistically significant differences in most of the items and sub-items of PLAI-2 in all groups age. Comparing the sample subgroups, the results showed that children with language disorder, with scores below on all items and test sub-items, compared to children with other disorders such as phonological disorder, Stuttering and Change Motricity orofacial. As for the degree of commitment, the results point to a positive correlation between the degree of commitment given in the clinical evaluation and the degree of language impairment of PLAI-2 in children with language disorder. After analyzing the results it was concluded that (1) children with communication disorders presented performance PLAI-2 below when compared to the performance of children with typical language development; (2) the Brazilian version of PLAI-2 was able to discriminate the performance of children with Language Disorder of children with other disorders (Phonological Disorder, Stuttering and Orofacial Motricity changes); and (3) the Brazilian version of PLAI-2, differentiated degrees of impairment of language disorder frames.
FAPESP: 2014/07551-5
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Browsh, Jared Bahir. "Consuming Before they Can Walk: An Analysis of Media Literacy Education on the Top Preschool Programming Blocks on Television." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/165133.
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Mass Media and CommunicationM.A.
Preschool television is a growing segment of children's media, but there is limited research examining the structure of the top preschool content producers. The vast majority preschool programming is promoted as educational by the networks; however no show explicitly lists media literacy education as a primary learning goal even though children 2-6 spend, on average, more than two hours a day exposed to media. This thesis examines preschool programming through political economic theory to determine whether the business models of the top three preschool television networks influences their approaches to media literacy education in media themed episodes of their most popular series for preschoolers. The thesis first examines whether educational media works for preschoolers and how media literacy education can undermine attempts by media institutions to influence behavior. It also examines the history of the preschool series on PBS, Nickelodeon, and Disney Channel to determine how the development of preschool programming on each network has contributed to the content they produce for preschoolers. The thesis then moves onto a study comparing media themed episodes from the top series from each network and a media themed episode from a series that has presented media literacy episodes throughout its history to help compare and analyze the current state of media literacy in preschool television. This study helps build a foundation for future research so we can recognize the best strategies to introduce young children to media literacy education in this increasingly media saturated society.
Temple University--Theses
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More, Lillian May. "The creation of a core vacabulary for initial lexicon selection for nonspeaking preschool children." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4107.
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The selection of the initial lexicon is one of the most important decisions made in the implementation of augmentative communication systems with preliterate, nonspeaking preschool children. If a communication aid is to be adopted by a child, the words available on the device must be interesting to the child and encourage communication. The vocabulary must allow for cognitive growth and foster language development. Ideally, a lexicon would be customized for each nonspeaking child's particular interests, vocabulary needs and developmental level. The reality is that vocabulary selection is a difficult and time consuming process. Parents and clinicians do not always have the time or expertise to develop an individualized lexicon and must depend on a prepared list. These lists are not always appropriate for preschool children. A carefully developed core vocabulary could serve as a framework for the initial lexicon and would ensure that the words available to the children promoted communication and language growth. This would allow caregivers to concentrate on the smaller individualized portion of the lexicon.
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Rabidoux, Paula C. "Parent-child interaction in storybook contexts : a study of socially constructed communication with preschool children with disabilities /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859879940973.
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Engdahl, Ingrid. "Toddlers as social actors in the Swedish preschool." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-52643.
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This thesis focuses on interaction among young toddlers during their second year of life in a Swedish preschool. The overall aim of this thesis was to explore interaction, communication and the creation of friendship between the young children during self initiated play activities. In addition, this thesis presents the background of Early Childhood Education in Sweden, which may serve as an extended context for the study. An ethnographic study was carried out in a toddler unit with 15 children. Six one year old girls and boys were in focus during the observations for nine months. Participatory methods, photos, fieldnotes and videorecordings, were used for the data collection. The theoretical framework for the study is built on phenomenology, the view of the child as a social person and a child oriented perspective. The overall findings support a theoretical perspective where the young toddlers are seen as social actors, with social competencies. Their play invitation strategies, as well as their play enactment and play-closing moves, were mostly found to be based on nonverbal communication such as movements, gestures, voice quality and facial expressions. The competencies of attunement, taking others’ perspectives and turn-taking were found in play among the young toddlers, and they also showed negotiating skills while playing. The findings also show how young toddlers make friends. During their second year of life, they monitor and pay attention to individual peers, displaying intentionality and agency by spontaneously greeting their peers, by offering play invitations, and by helping peers. Mutual awareness, joint attention, shared smiles, coordinated movements, as well as other types of synchronized actions are seen as parts of nonverbal elements in emerging friendship. The findings in this thesis support an understanding of young toddlers as social persons in the preschool, engaged in consistent interest and attention towards each other while playing.Avhandlingens fokus är hur små barn interagerar med varandra under sitt andra levnadsår i en svensk förskola. Det övergripande syftet var att undersöka interaktion, kommunikation och skapandet av vänskap mellan yngre toddlare under lekstunder då barnen hade möjligheter att ta egna initiativ. Lek betraktas som en rik arena för studier av toddlares samspel. Avhandlingen presenterar även svensk förskolas utveckling som en bakgrund som placerar in den enskilda förskolan i ett större sammanhang. En etnografisk studie genomfördes på en småbarnsavdelning med 15 barn i åldrarna ett till tre år. Sex ettåriga flickor och pojkar fokuserades särskilt genom observationer under nio månader. Deltagande observationer, fotografier, fältanteckningar och videoobservationer, användes för datainsamlingen. Teoretiskt vilar studien på fenomenologi, synen på barn som sociala personer och ett barnperspektiv. Resultaten stöder ett teoretiskt perspektiv där mycket små barn betraktas som sociala aktörer med social kompetens. Deras initiativ till lek, under lek och avslut av lek byggde framför allt på icke-verbal kommunikation, som exempelvis rörelse, gester, röstkvalitet och ansiktsuttryck. Barnen visade i sin lek förmåga till intoning, att ta andras perspektiv och turtagning samt att de förhandlade med varandra under lekens gång. Resultaten visar också hur yngre toddlare bygger vänskap. Ettåringarna uppmärksammar sina kamrater även som individer, exempelvis genom att spontant hälsa på dem, bjuda in till en särskild lek och genom att hjälpa varandra. I skapandet av vänskap använde barnen sig av icke-verbala handlingar i form av ömsesidig och gemensamt riktad uppmärksamhet, smittande leenden och koordinerade rörelser, vilka kan tolkas som intentionellt agerande. Sammanfattningsvis visar resultaten att små barn under sitt andra levnadsår kan betraktas som sociala personer som i leken i förskolan intresserar sig för och uppmärksammar varandra.
At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Accepted.
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Lopez, Melinda Alysha. "Preschool Life Skills: A Systematic Replication with Children with Developmental Disabilities." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862783/.
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School readiness literature indicates that skills which lend themselves to readiness and success in primary school are not amongst the skills generally taught in center based care facilities. Furthermore, children enrolled in non- maternal care settings are at greater risk for developing problem behavior. To address this issue, the Preschool Life Skills (PLS) program was created as a preventative intervention to teach functional communication and social skills to typically developing children. Children diagnosed with developmental disabilities are not immune to these concerns and are also at risk for developing problem behaviors in non-maternal settings, due to insufficient instruction and contingency management. The current study aimed to evaluate and identify the dose of instruction necessary for the PLS curriculum to be a successful and efficient teaching tool for children with developmental disabilities. Twelve preschool life skills were taught to 9 participants across 4 instruction units. Instruction was provided by means of a three-tiered instructional approach, which incorporated class-wide instruction, followed by small group and individual instruction as necessary. Skills were sequentially introduced and unit probes were conducted following mastery of all 3 skills within a unit. Results indicated that the adaptations made to the original preschool life skills curriculum led to skill acquisition with all nine participants.
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Krepps, Karen. "“I’m Writin’ `Bout Something:” A Case Study of Text Construction in Preschool." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575278220695339.
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Diodato, Denielle. "Speech and language disorders in preschool age children : Picture exchange communication system (PECS), a strategy a regular classroom teacher can implement to improve communication skills /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_dioda_speec.pdf.
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Pegg, Judith E. "Young infants demonstrate a preference for infant directed talk." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28997.
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This research was designed to assess 7-week-old infants' preference for infant directed and adult directed talk. (IDT and ADT) using the infant controlled habituation/dishabituation looking procedure. Infants were presented with short audio recordings of either a female or a male speaking in IDT during habituation and ADT during dishabituation or the reverse. In the control conditions, the stimulus did not change. Infants demonstrated preference for IDT over ADT in both male and female speaker conditions. They also demonstrated preference for the female speaker used in this study over the male speaker. Interactions among the dependent variables (first three looks), and the independent variables (infant gender, and style of speaking as well as infant gender, and speaker gender), suggest that the preference might not be as robust as the preference found in infants over 4 months. Evidence for discrimination between IDT and ADT was inferred from the between group demonstration of preference, but no evidence of within infant discrimination was found. Because the evidence suggests that 7-week-old infants demonstrate weaker preference for IDT over ADT than do infants of 4 months, it is assumed that infant preferences follow a developmental sequence. Thus, it is possible that developing preferences are influenced by experiential factors.Arts, Faculty of
Psychology, Department of
Graduate
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Cummins, Katherine E. "The Effect of a Canine Visitor on Social Communication Skills in a Preschool Classroom Setting: A Feasibility Study." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396454740.
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Pang, Ka-fong Cindy. "The relationship between age and frequency of disfluency in Cantonese-speaking preschool children." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B3620898X.
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Thesis (B.Sc)--University of Hong Kong, 1994."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), the University of Hong Kong, 29th, April, 1994." Also available in print.
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Taylor, Jemma Elizabeth. "The viewpoints of early years practitioners on strategies to support children with speech, language and communication needs : a Q methodological study." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35975/.
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Acquiring language is understood to be a key part of a child’s development (Siraj-Blatchford & Clarke, 2003), impacting skills including literacy and behaviour. The number of children identified as having speech, language and communication needs has been increasing by 4-6 percent each year since 2011 and is the most common primary need of children with on the SEN register (Whitaker, 2014). Early intervention is argued to have the greatest impact on the outcomes for children, as well as being the most cost-effective (Law et al., 2001). However, there has been a call to improve the provision for children with these needs due to the variability of the provision children receive (Bercow, 2008). Due to the diverse workforce, as well as the recognised importance of practitioners viewpoints, there has been a call for research into the viewpoints of early years practitioners regarding strategies to support children with SLCN (Marshall & Lewis, 2014). The present research uses a Q methodological research approach (Stephenson, 1953) to explore the viewpoints of 42 early years practitioners on strategies to support children with speech, language and communication needs. Q methodology utilises the advantages of both qualitative and quantitative research methods and creates open communication around complex topics in order to clarify participants’ views and explore subjective and diverse viewpoints. The data generated by Q methodology was analysed using a by-person factor analysis. Three distinct viewpoints were identified within the group of early years practitioners who participated in the research. These viewpoints were: • One: Tailor interventions and seek professionals’ advice • Two: Emphasis on stand-alone strategies, alter instructional language and don’t use visuals • Three: Understand a child’s background and utilise environmental strategies Follow-up interviews were carried out to strengthen the validity of the findings and explore what has informed the viewpoints captured, as well as to identify what helps and hinders practitioners working in line with their viewpoint. Numerous implications for professional practice have been identified that could support the effective implementation of strategies to support children with SLCN.
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Tse, Luk Siu Ping Miranda, and 謝陸兆平. "The development of oral language skills in preschool learning environments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31232012.
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Temelkov, Vasil. "Parents' perception of technology in a Swedish kindergarten and technostress amongst preschool teachers." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20868.
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The new changes in the Swedish curriculum for the educational system demand more digitalization in the kindergartens. However previous studies have shown that the current level of handling technology amongst preschool teachers in Swedish kindergarten is low and may create difficulties in their work. This thesis investigates a kindergarten that wants to implement a mobile app for more transparent and effective communication between preschool teachers and parents. The aims are to highlight the common perceptions and expectations from a parental point of view concerning a mobile app for communication while establishing if the preschool teachers experience technostress at their work. The data were gathered from conducting interviews and one online survey. The main finding of this study was that preschool teachers and parents should be more involved in the process of finding a suitable mobile app so they would be motivated to contribute to better daily communication. This study suggests that the most important strategies for implementing a mobile app for communication are to inform, educate and involve all the concerned parties.
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Simpson, Julia, and Hanna Vestlund. "Förskollärares kommunikation med barn i förskolan : - en observationsstudie ur ett genusperspektiv." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29090.
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Denna studie undersöker arbetet med jämställdhet vid tre förskolor i mellersta Sverige. Syftet med studien är att undersöka om det finns någon skillnad hur förskollärare kommunicerar med pojkar och flickor i förskolan, där kommunikation kan ske genom tal, kroppsspråk, tonläge och ögonkontakt till exempel. I studien har en kvalitativ forskningsmetod använts med videoobservationer och fältanteckningar som metodverktyg. Resultatet av undersökningen visar att det till viss del finns gamla traditionella föreställningar om de olika könen. Därför finns det stor vikt med ett fortsatt genusarbete i förskolan.Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07
Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.
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Welch, Angela. "The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104.
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Frånberg, Olle, and Johanna Gullberg. "Matematikdidaktisk medvetenhet och yrkesrollens uppdrag i förskolan." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5411.
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Det övergripande syftet med studien är att undersöka och få kunskap om vilka faktorer som inverkar på ett medvetet förhållningssätt när det gäller arbetet med matematiken på en förskola. Frågeställningarna formulerades som följer: vad menas med matematik i förskolan, vad innebär matematikdidaktisk medvetenhet hos lärare i förskolan samt på vilket sätt kommer ett matematiskt medvetet arbetssätt till uttryck i förskolans vardag. För att ta reda på förskollärarnas matematikdidaktiska medvetenhet användes en kvalitativ forskningsmetod där intervjuer gjordes med fem pedagoger på en förskola. Intervjuerna har analyserats genom en fenomenografisk forskningsansats då den främst fokuserar på hur människor uppfattar ett visst fenomen. Resultatet visar att det hos förskollärarna finns en stark medvetenhet om att matematik är någonting viktigt. De menar även att matematiken finns överallt i vardagen och att den på olika sätt bör ha en framträdande roll i förskolans verksamhet. Med hjälp av Samara och Clements (2009) så kallade learning trajectories har intervjuerna analyserats. Dessa learning trajectories är indelade i tre steg; mål i den matematiska domänen, en utvecklingsmässig progression samt den didaktiska förmågan att konkretisera innehållet. Mot bakgrund av dessa visar det sig att förskollärarna i studien inte uppvisar en matematikdidaktiskt medveten strategi.The study aims to investigate and gain knowledge of the factors that affect a conscious approach when dealing with mathematics in a preschool in central Sweden. The questions addressing this investigation were the following: what constitutes preschool mathematics, what is mathematical didactic awareness among teachers in preschool and in what way does a mathematically conscious way to work manifest itself in practice. In order to find out about the preschool teachers' mathematical didactic awareness we used a qualitative research method where five interviews were conducted with five preschool teachers. The interviews were analyzed with a phenomenographic research approach as it mainly focuses on how people perceive a particular phenomenon. The results show that among the preschool teachers there is a strong awareness that mathematics is something important. They also argue that mathematics exists all around them all the time and that it in different ways should have a prominent role in the preschool environment. With the help of Samara and Clement’s (2009) learning trajectories the interviews have been analyzed. These learning trajectories constitutes of three parts; a goal within the mathematical domain, a developmental progression of levels of thinking and the didactic ability to concretize the content. In light of these learning trajectories it shows that the preschool teachers in this study do not show awareness in strategy regarding mathematical didactics.
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Eklöf, Sara, and Camilla Hammarsten. "Fröken, titta på mig när jag pratar! : En kvalitativ undersökning om pedagogers förhållningssätt inom metoder och verktyg som främjar barns kommunikativa samspel." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45923.
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The purpose of our study is to find out what constitutes a supportive pedagogical approach in conversations with children and what communicative tools and methods educators use to encourage children to communicate in preschool. Socialconstructivism is a research approach that we apply to ourstudy. With socialconstructivism as a research approach, we reflect on how different communicative ways of working have developed over time. As a method of our survey, we have had interviews with sixpreschool teachers who work at two preschools in the same preschool area. The interviews have been conducted in three different group interviews where two pedagogues participated on each occasion. The interviews have been recorded with audio recording and then transcribed. Each group interview lasted under an hour and the content focuses on the pedagogues' approach to language development tools andmethods and how they use them in practice. We have then observed the same pedagogues that we interviewed to see what approach they had towards the children and what tools or methods they used. The study’s result shows that the pedagogues are using socratic questions, smaller conversation groups,aesthetic expressions, reflection and metareflection, TAKK, image support, digital tools, projectors,body language, Tuomelas language levels and the proximal development zone of Vygotskij, to supportchildren's language development. In this study we address three issues: What pedagogical methods can be seen as supportive in a communicative interaction betweenchildren and pedagogues? What communicative tools do pedagogues use to encourage children to communicate in differentways? What is the approach of pedagogues to the tools and methods used?
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Friman, Katja. "Kommunikation i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34291.
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Griffin, Hayley Ann. "The Nature of Child Engagement and Teacher-Child Interactions Within STEM-Based Instruction in Preschool Classrooms." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6785.
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While educators and speech-language pathologists have been found to utilize informational texts far less than fictional texts when working with young children, informational texts can support young children's academic and language development. This study qualitatively analyzed how children engaged in informationally-based activities and how instructors interacted with children to support their engagement and learning. Fifty-three children from 4 Head Start classrooms participated in small and large group STEM-based instructional activities for 2 days each across 2 weeks. The instructional unit related to how plants grow and how they are used for food. The researchers reviewed and transcribed video recordings and coded turn exchanges as the children participated in 2 small group science-based activities in the first week of the unit, for a total of 8 analyzed sessions. Overall, children demonstrated positive verbal and nonverbal responses while participating in the science-based activities. Instructors were found to use facilitative strategies such as bridging the contextualized experiences to remote concepts, but did not utilize strategies consistently. Instructors were responsive to children's contributions and exchanges between children and instructors were typically 2-3 turns. Instructors could have further developed these exchanges by elaborating or asking thought-provoking questions to highlight targeted concepts. This study supported the idea that young children can respond positively to informational content. Educators and speech-language pathologists can purposefully utilize informational texts with young children and should attempt to help children connect immediate experiences to abstract STEM-based content and concepts.
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Borg, Lovisa, and Frida Ramström. "Språk- och kommunikationsstöd i förskolan : En undersökning om hur barn stöttas i sin språk- och kommunikationsutveckling i förskolan." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29073.
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Syftet med studien är att undersöka vad några verksamma inom förskolan har för åsikter, vetskap och erfarenheter om hur språk och kommunikationsstöd används i förskolan. I studien undersöks också vilka tillvägagångssätt som används för att stödja barn i deras språkutveckling och om de intervjuade anser att det finns några fördelar och nackdelar med språkstöd. För att samla in material gjordes intervjuer med verksamma inom fem olika förskolor och tre olika områden, vilket var förskollärare, talpedagog och specialpedagog. Data samlades in genom ljudupptagning samt anteckningar som sedan transkriberades och delades upp i sex kategorier. Utifrån studien fick vi i resultatet fram att språk och kommunikationsstöd är något som gynnar alla barn, oavsett svårigheter. Det framkom att bild- och teckenstöd är den vanligaste metoden men också att pedagogernas relation till barnen är en av de viktigaste faktorerna för att det ska kunna bli ett stimulerande lärande. Resultatet visar också att en nackdel med språkstöd är tidsbrist och brist på kunskap och intresse hos pedagoger.Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07
Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.
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Johnson, Jennifer Ann. "Effectiveness of Story Enactments Versus Art Projects in Facilitating Preschool Children's Story Comprehension." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1053.pdf.
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Riback, Michelle Lynn. "A Comparison of Developmental Sentence Score Patterns in Three Groups of Preschool Children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4694.
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Researchers have successfully labeled specific patterns of expressive language development as it appears in children developing language normally. Little research has identified particular patterns of expressive language in children who display expressive language disorders or delays. Longitudinal studies of expressively language impaired children indicate that linguistic, educational and social impairments exist long after the language impairment was first identified (Aram, Eckelman and Nation, 1984; Aram and Nation, 1980; Fundudis, Kolvin and Garside, 1979; Stark, Berstein, Condino, Bender, Tallal and Catts, 1984). If patterns of delayed or disordered language development are researched and possibly labeled in the early stages of language development, strategies for assessment and intervention can be made more efficient and the effects of early language impairment on later academic achievement may be prevented. The present study was part of the Portland Language Project, a longitudinal study of early language delay. Lee's Developmental Sentence Scoring (DSS) was used to attempt to identify syntactic patterns used by children exhibiting early language delay. The DSS is a standardized measure for analyzing children's standard English expressive language abilities in the following eight grammatical categories: 1) indefinite pronouns; 2) personal pronouns; 3) main verbs; 4) secondary verbs; 5) negatives; 6) conjunctions; 7) interrogative reversal; and 8) Wh-Questions. Using the DSS, specific syntactical areas of deficit can be identified by analysis of an audiotaped speech sample. A comparison of expressive language in the eight subcategories in the DSS was completed among three groups of preschool children; 1) children developing language normally (the NL group); 2) children who did not meet criteria for normal language development at 20 months, but later fell within the normal range of language development as measured by the DSS (Lee, 1974). This is referred to as the history of expressive language delay group (HELD); and 3) children who did not meet criteria for normal language development at 20 months and again, did not meet criteria for normal language development as measured by the DSS (Lee, 1974) at later ages. This is referred to as the expressive language delay group (ELD). The purpose of this study was to determine if significant differences exist in each of the eight subcategory group scores from the DSS between those children identified as expressively language delayed and those identified as developing language normally at ages three and four. At age three, significant differences were found among the three groups in all eight subcategory scores of the DSS. By age four, the significant differences were found between the delayed group and the normal developing group in the main verb category and the personal pronoun category only. There were no significant differences between the normal developing and the history of delay groups on any of the eight categories at age four. The delayed group exhibited marked improvement and narrowed the deficits in expressive language to a specific area of language. The present study suggested that children with early language delay appear to "catch up" with normal peers in most areas of syntactic production by age four. The DSS (Lee, 1974) provides information about specific areas of syntactic development. Due to the length and complexity of the DSS, it is not a tool that practicing clinicians often use. A study such as this may help the practicing clinician quickly screen a preschool child in a specific syntactic category, such as verb marking, in order to check for possible early language delay. In addition to providing clinical assistance, this study has opened up the door for future research in syntactic development. This study could be expanded to examine the specific verb markers that are being used by the delayed subjects. This may lead to more efficient identification and remediation of early language delays.
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Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.
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Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working directly with children with DD in the preschool classroom. However, professional development for TAs is often inadequate and there has been a limited amount of research in this area. In addition, TAs are often working with more than one child at a time with varying skill levels, but no research has been conducted on the use of strategies with more than one child at a time. The current single-case research study addresses gaps in the literature by answering the following questions: (1) Is there a functional relation between coaching TAs to use EMT and increases in TA’s fidelity of implementation of EMT with a child dyad?; (2) Is there a functional relation between TA’s use of EMT and increases in child social communication skills?; and (3) Are TAs able to generalize the use of EMT across students with varying social communication skills and goals? Results suggest coaching TAs contributes to increases in fidelity of implementation of EMT strategies and subsequent increases in child social communication skills. TAs were able to generalize the use of EMT across students.
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Andersson, Cecilia, and Linda Thoresson. "Några förskollärares syn på föräldrakontakten i förskolan." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8190.
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Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact. What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact? The study has three questioners holder: How does teachers relate to parental contact in preschool? What do the educators think of their professionalism in the profession? And how visible educators child development and learning in daily contact with parents? We chose to do qualitative interviews with four preschool teachers at two different preschools in Sweden, to seek answers to our questions. The results of this study show that teachers have a positive attitude to parental contact, and they felt that parents should feel confident about preschool