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Relevant bibliographies by topics / Language arts (Early childhood)

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Academic literature on the topic 'Language arts (Early childhood)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Language arts (Early childhood)"

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Julia Selva Sundari S. "Montessori Language Arts – The Excellence Path to Early Childhood Language Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 40–61. http://dx.doi.org/10.4018/ijcdlm.2020010105.

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This article offers a quick read on Montessori pedagogy. It is to help formulate a successful method and practical learning. English language teaching (ELT) has numerous methods. They are rich in knowledge and theory but, practically not all methods come handy for successfully learning a new language. The success of learning a language is in its effective communication. Here, the term communication does not correspond to the skill element but to the effective and precise delivery of the conceived idea. Language cannot be learned as we learn math, science, and technology, it has to be experienced and acquired. We do not need a goal but an active process. As Einstein to science so is Maria Montessori to language arts. Her method has been appreciated but has carried limited relevance in the world of language arts — many associate the Montessori method to play way method. A deep understanding of the Montessori method of language teaching offers innumerable opportunities to construct a successful working model to teach second language learners.

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Denee, Rachel, and Sue Cherrington. "Intentional teaching for visual arts in Early Childhood Education: teachers’ practices and perceptions." Teachers' Work 20, no. 1 (June 29, 2023): 5–18. http://dx.doi.org/10.24135/teacherswork.v20i1.368.

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The early childhood sector in New Zealand has a long-held tradition of free play and child-led pedagogy, influencing visual arts approaches with young children. However, alongside learning through play, New Zealand’s sociocultural curriculum highlights the active role of the teacher and intentional pedagogy. This article explores the practices and perceptions of early childhood teachers regarding visual arts through a mixed methods study, including a nationwide survey and an embedded case study. Data indicated that teachers are confused about the appropriateness of taking an active role during children’s visual arts learning, and about when to be intentional versus leaving children to play without interference. Such tensions appear to be founded in contradictory theoretical assumptions, and are evident through a lack of confidence, skills, strategies and language for teaching. The authors argue that professional learning could ameliorate these tensions by clarifying educational theories and identifying intentional visual arts teaching practices that align with current theoretical beliefs about how young children learn in early childhood.

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Rafiola, Ryan Hidayat, Dian Anggraini, and Vivi Nila Sari. "The Effectiveness of Storytelling Method To Increase Language Development In Early Childhood." JED (Jurnal Etika Demokrasi) 7, no. 3 (July 31, 2022): 461–71. http://dx.doi.org/10.26618/jed.v7i3.8140.

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Language is an effective medium for children in establishing social communication. Children's language development is a combination of social interaction, emotional development, intellectual ability, as well as physical and motor development. Early education has an important role in developing children's potential. Teachers must be able to choose what methods are effective for developing language in children. This study aims to determine the effect of using the storytelling method on the development of language and language skills of early childhood. The research method used is an associative research type. Respondents in this study amounted to 30 children. Data collection techniques used by observation techniques, the research instrument used was an observation sheet in the form of an assessment rubric. The data analysis technique used a simple linear regression test. The results of the simple linear regression test showed that there was an effect of using the storytelling method on the development and language skills of early childhood. Children are able to speak fluently, word choice and sentence structure are also very good. The storytelling method can improve language development and skills in early childhood. Using the storytelling method can help improve language development and skills in early childhood.

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Supprasert, Warunsicha, and Piyathida Khajornchaikul. "The RP3 Program to Promote Language for Early Childhood." Journal of Social Sciences Research, no. 74 (December 27, 2021): 187–92. http://dx.doi.org/10.32861/jssr.74.187.192.

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Thailand had Family Development Center (FDC) Staff for family promotion and development to strengthen warm relations and social immunization of family members in the community. The RP3 program has been created to enhance the language development skills of people working with small children. This paper examines the effectiveness of the RP3 Program on improving FDC staff skills in early childhood language development in rural Thai communities. A quasi-experimental design was used with 40 FDC staff in each group. The intervention group received the RP3 Program. Data were collected using a self-administered questionnaire and analyzed using paired t-test and independent t-test. The results revealed that the intervention group had significantly higher mean scores in self-efficacy after attending the program than before, and also significantly higher than the comparison group (p<0.001). This shows that FDC staff may be able to upgrade and change attitudes through intervention programs and have more belief in their ability to guide their parents. This study may be valuable for local authorities and relevant sectors as a guideline for FDC staff by considering the context of the organization and the community.

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Karbach, Julia, Jutta Kray, and Bernhard Hommel. "Action–effect learning in early childhood: does language matter?" Psychological Research 75, no. 4 (September 17, 2010): 334–40. http://dx.doi.org/10.1007/s00426-010-0308-1.

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Bernstorf, Elaine D. "Anchoring literacy: Learning through creativity¹." International Journal of Music in Early Childhood 17, no. 1 (May 1, 2022): 77–84. http://dx.doi.org/10.1386/ijmec_00044_1.

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Anchor standards are central to various disciplines in education. Music literacy brings important skills that relate to both music education and college‐career readiness (twenty-first century) skills. This keynote to the Early Childhood Music and Movement Association discusses how music literacy supports specific English language arts anchor standards and their importance across lifelong learning.

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Cahya Dewi, Novi. "Individual Differences in Developmental Psychology Early Childhood Mentality." Nazhruna: Jurnal Pendidikan Islam 4, no. 2 (August 18, 2021): 447–59. http://dx.doi.org/10.31538/nzh.v4i2.1594.

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As long as human life is never static, from birth to death, humans always experience changes; these changes are known as two kinds of changes: growth, which is increasing size and structure, and second, a development which means progressive, coherent, and orderly changes. Differences influence individual differences in early childhood mental development psychology in cognitive, language skills, motor skills, backgrounds, talents, and learning readiness. Parents who directly educate and shape children's social behavior early tend to continue to survive until the child reaches the next stage of development. Individual attitudes toward others and towards social activities are consistent at every age level. Individual development is a functional change that is qualitative, both from physical and mental functions, as a result of its association with environmental influences. Individual development is indicated by changes that are systematic, progressive, and continuous.

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Rahnang, Rahnang, Farninda Aditya, Merna Merna, and Lidya Lidya. "Traditional Game Module Development: An Alternative To Stimulate Early Childhood Language Development." Nazhruna: Jurnal Pendidikan Islam 6, no. 1 (January 26, 2023): 139–58. http://dx.doi.org/10.31538/nzh.v6i1.2977.

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This research produced a product in the form of a traditional West Kalimantan game book. The research that will be carried out using Research & Development (R & D) research for west Kalimantan traditional game resources the author obtained through observation and interviews as well as documentation as data analysis and data reinforcement as well as evidence of the implementation of research activities. Meanwhile, the locus of this study was conducted in the Coastal area of West Kalimantan, which focused on Tanjung Satai Village, Pulau Maya District, North Kayong Regency. This coastal area refers to the village area located on the island surrounded by the sea, namely the Karimata Strait. This research shows that the results of West Kalimantan traditional games, especially Mimi and Kotaplus, are able to stimulate the development of early childhood language aged 6 to 6 years. In addition, the presence of hand movements in the game stimulates the physical-motor and cognitive development of the child.

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Deans, Jan, and Robert Brown. "Reflection, Renewal and Relationship Building: An Ongoing Journey in Early Childhood Arts Education." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 339–53. http://dx.doi.org/10.2304/ciec.2008.9.4.339.

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The established place of the arts within early childhood education is rarely questioned. Nevertheless, social, cultural and political shifts in values, beliefs and practices impact on approaches to the arts, as early childhood practitioners grapple with increasingly complex views on how children learn and what factors impact on their learning. This article maps some of these shifts over the past 15 years, at one Early Learning Centre (ELC) in Australia. The centre has created and regularly re-conceptualised its vision for the place of the arts in the lives of young children. Curriculum is informed by a layered and multidimensional theoretical framework, where the arts are integrated into the children's learning, and theories are considered as collections of partial truths. The article documents a number of significant events where the children engaged with the arts as ways of making and communicating meaning, and as a means for inquiry-based learning, for developing their artistry and as a space for relationship building between individuals and communities. Reflections on these events examine the image of the child, symbolic languages, emergent curriculum, the role of artist/ teacher and the impact of socio-cultural values on arts pedagogy and practice.

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Liya, Apri, and Sri Katoningsih. "The Development of Learning the Arts of Dance to the Ability of Early Childhood Gross Motor Development." Early Childhood Research Journal (ECRJ) 4, no. 2 (June 27, 2022): 1–8. http://dx.doi.org/10.23917/ecrj.v4i2.12107.

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Art is very important in human life, especially for early childhood development. The function of art in education is to develop early childhood development both physically and mentally. Good learning methods are fun and appropriate to the level of children's needs. The learning process seeks to develop the potential for various aspects of development, such as NAM, physical motor, social emotional, cognitive, language, and art. The purpose of this study is to examine literature, articles and research documents that identify the application of dance learning to gross motor skills of early childhood . To develop children's physical motor development, it can be done by using dance learning methods. Learning the art of dance is expressive, creative and imaginative so that it can trigger children's enthusiasm to carry out activities. In addition, learning the art of dance also develops creativity and helps children's physical and spiritual development. Through the basic movements of the dance, the child's gross motor skills will be trained so that the child's development will develop optimally. The research method used was literature review research in the form of scientific articles with a total of approximately 20 articles consisting of 15 national journals and 5 international journals. Results and discussion: this study obtained the results that the application of learning dance to gross motor skills of children obtained positive results due to significant changes. Conclusion: that there is an influence in the development of the art of dance on gross motor skills of early childhood.

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Dissertations / Theses on the topic "Language arts (Early childhood)"

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Rezny, Crystal. "Language enhancement for early childhood children grant application." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005reznyc.pdf.

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Robitaille, Elizabeth Grove. "Supporting teachers in assessing the language and literacy skills of preschool English language learners." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872172531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Wong, Siu Man. "An arts-based narrative approach to understanding curriculum and teacher development in a Hong Kong context an inquiry into a pre-service early childhood education course /." access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR02758.

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Jones, Tonya Marie. "Early literacy-Child and Family Study Center grant." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005jonest.pdf.

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Bennett, James. "The relationship between receptive vocabulary and letter recognition." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=38.

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Calnon, Ruth Hill. "Family involvement at home : increasing literacy achievement of diverse at-risk kindergarten students /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdlink?did=1176532791&sid=2&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Thesis (Ed. D.)--Boise State University, 2005.
Includes abstract. In appendices, sample participation questionnaires are in both English and Spanish. Includes bibliographical references (leaves 81-89). Also available online via the ProQuest Digital Dissertations database.

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Slack-Hines, Patricia. "The relationship between receptive language skills and school readiness." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=39.

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Huber, Linda K. "Children's language and sociodramatic play with multicultural materials." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063415.

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The purpose of this study was to examine children's play and language when a variety of unfamiliar multicultural pretend foods and cooking utensils not typically found in dramatic play centers were introduced. The study was conducted in a laboratory preschool setting with three multiage heterogeneous groups of children over a period of 7 weeks.Three methods of data collection were employed: (a) videotapes of children in the dramatic play center, (b) a notebook of observations made by the teachers when the researcher was not present, and (c) interviews with 18 children. The children who chose to play in the dramatic play center were videotaped daily during indoor play time for 1 week prior to the introduction of new materials. The new multicultural pretend foods and cooking utensils were introduced during the second week of the study. The children were then videotaped daily for 2 more weeks and then once each week for the next 4 weeks.The data collected from the videotapes and teacher notes were used to develop coding categories. Categories of children's play were: (a) time spent playing with unfamiliar materials, (b) conventional use of materials, and (c) unconventional use of materials. Categories of children's language were: (a) labeling, (b) other conversation in dramatic play, (c) questions, and (d) conversation about the materials outside of the dramatic play center.The data were interpreted to discover how children interacted with and talked about the multicultural pretend foods and cooking utensils. It was concluded that children interacted with the unfamiliar multicultural pretend foods and cooking utensils in much the same manner as familiar materials. Labeling items or being able to put words with the foods and cooking utensils appeared to be important to the children. Children used unfamiliar materials unconventionally more often than they used familiar materials unconventionally. Furthermore, children did not see a relationship between the items in the dramatic play center and materials in other parts of the preschool.
Department of Elementary Education

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Williams, Cheri. "The verbal language worlds and early childhood literacy development of three profoundly deaf preschool children /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178235582.

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Zurcher, Melinda A. "Instructing Preschool Writers| Interactive Writing and the Writing Workshop." Thesis, Ball State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975944.

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Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these instructional approaches influence students? writing achievement and processes. The quantitative results of the study pointed to the effectiveness of both writing workshop and interactive writing for improving students? foundational writing skills. The qualitative results supported these findings and highlighted how students differed in the extent they identified as authors and played in their writing. Based on these findings, both writing workshop and interactive writing might be effectively applied in preschool classrooms by empowering emergent writers and providing opportunities to write.

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Books on the topic "Language arts (Early childhood)"

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Jalongo, Mary Renck. Early childhood language arts. Boston: Allyn and Bacon, 1992.

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Jalongo, Mary Renck. Early childhood language arts. 3rd ed. Boston: Allyn and Bacon, 2003.

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Machado, Jeanne M. Early childhood experiences in language arts. 3rd ed. [Albany, N.Y.]: Delmar Publishers, 1985.

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Machado, Jeanne M. Early childhood experiences in language arts: Early literacy. 9th ed. Belmont, CA: Wadsworth, 2010.

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1938-, Jett-Simpson Mary, ed. Language arts in the early childhood classroom. Belmont [Calif.]: Wadsworth Pub. Co., 1995.

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Stewig, John Warren. Language arts in the early childhood classroom. Belmont, Ca: Wadsworth Publishing, 1995.

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Flora, Sherrill B. A to Z language arts. Minneapolis, Minn: T.S. Denison, 1995.

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Bernard, Spodek, and Saracho Olivia N, eds. Language and literacyin early childhood education. New York, N.Y: Teachers College Press, 1993.

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Pahl, Kate, and Jennifer Rowsell. Early childhood literacy. Los Angeles: SAGE, 2011.

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Jean, Osborn, ed. Language for learning. Columbus, Ohio: SRA/McGraw-Hill, 1999.

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Book chapters on the topic "Language arts (Early childhood)"

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Heydon, Rachel, and Susan O’Neill. "Children, Elders, and Multimodal Arts Curricula: Semiotic Possibilities and the Imperative of Relationship." In Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood, 149–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44297-6_8.

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Wang, Yuqi. "Research on the Application of AI Technology in Early Childhood Enlightenment Education." In Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022), 347–52. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-004-6_44.

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Ødegaard, Elin Eriksen, and Håkon Hoffart. "PLUM—SKUM: The Making of a Handwashing Video for the Youngest Children After the Outbreak of Covid-19." In Cultural-historical Digital Methodology in Early Childhood Settings, 267–74. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_22.

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AbstractThis chapter demonstrates how information regarding infection control was recrafted on the principles of critique and attraction to art and imagination in a digital agile response in a time of crisis. The chapter narrates the process of making a video targeting the youngest children by using cultural-historical and aesthetic analytic models and concepts where co-creation, creativity and imagination are crucial. The design was explorative and collaborative, as the process involved ongoing dialogue between the researcher, the artist, a family with children aged two and four years, kindergarten teachers, and children in three groups (1–3-year-olds). Inspired by a cultural-historical methodology of collaborative exploration, we name the event as pedagogical innovation. We start off with a problem experienced in the early days of the pandemic: informing children about the importance of washing one’s hands. The information provided by the health and educational authorities was almost exclusively shaped in a manner best suited to ages four and up. The authors identified a lack of developmental and institutional knowledge and awareness regarding successful communication with children in the tool kit provided by the authorities. Although older children might follow the commands of adults regarding infection control, younger children lack the logical tools to process such information. On the basis of this critique, we responded by engaging children, kindergartens, and families in the co-creation of a 90-second video. This animated short video used imaginative language rather than the more common instruction, with the aim of targeting the youngest children. The result of the creative co-creation was a colourful, abstract cartoon language with stimulating rhythms.

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Nahmad-Williams, Lindy, and Carol Fenton. "Language Development." In Early Childhood Studies, 166–202. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-6.

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Nuba, Hannah, Michael Searson, and Deborah Lovitky Sheiman. "The Expressive and Cultural Arts." In Resources for Early Childhood, 319–445. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781315058047-37.

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Willan, Jennifer. "Socialisation, language and play." In Early Childhood Studies, 108–30. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_7.

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Acker, Aleksandra, Berenice Nyland, Jan Deans, Kylie Payman, and Suzana Klarin. "The Arts in Early Childhood." In Music Composition in Contexts of Early Childhood, 95–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91692-3_7.

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Krogh, Suzanne L., and Pamela Morehouse. "Language and Literacy." In The Early Childhood Curriculum, 129–65. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-8.

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Molfese, Dennis L., Dana B. Narter, Amy J. Van Matre, Michelle R. Ellefson, and Arlene Modglin. "Language Development during Infancy and Early Childhood." In Language Acquisition and Language Disorders, 181–229. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/lald.24.10mol.

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Cullinan, Bernice E. "The Rhythms of Language, Literature, and Life." In Resources for Early Childhood, 325–27. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781315058047-39.

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Conference papers on the topic "Language arts (Early childhood)"

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Fitriyah, Lailatul, Zaini Gunawan, and Tristan Rokhmawan. "Stimulation Booklet Content Development for Information and Early Childhood Development." In 5th International Conference on Arts Language and Culture (ICALC 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.062.

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Awalludin and Zarina Akbar. "Sensory Integration and Functional Movement: A Guide to Optimal Development in Early Childhood." In 4th International Conference on Arts Language and Culture (ICALC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.037.

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Rahayu, Popy, Harun Rasyid, Cindi Ambar Puspitasari, and Roudlotul Islamiyah. "The Role of Teachers and Parents in Preventing Bullying in Early Childhood Education." In 4th International Conference on Arts Language and Culture (ICALC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.043.

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Wijayanti, Kenfitria Diah, and Djoko Sulaksono. "Character Building for Early Childhood Learners Through the Shadow Puppet-Based Javanese Language Manners." In Proceedings of the Third International Conference of Arts, Language and Culture (ICALC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icalc-18.2019.50.

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Wu, Ziyu. "A Review of Drama-based and Music-based Pedagogy in Early Childhood Language Learning and Development." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.129.

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Leslie, Kenneth. "Haidawood: A Social Media Approach to Indigenous Language Revitalization." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/fghy9004.

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British Columbia is home to 34 different Indigenous languages, most of which are in danger of losing fluency due to the combined effects of introduced diseases and assimilationist Indian Residential Schools. The Haida language, or Xaad Kil (pronounced “haad kill”), is considered critically endangered with only 9 elderly fluent speakers left. Many Haida believe that revitalizing Xaad Kil is important for keeping their culture alive: they see Xaad Kil as a cultural keystone that keeps worldview, artistic expression, food gathering, dances, stories, and songs integrated together as a unified whole. Xaad Kil also helps assert Aboriginal land rights: identification of traditional place names demonstrates use and occupation of lands since time immemorial. Xaad Kil names of medicinal plants and foods also contain important environmental information. Indigenous communities are adopting a range of strategies to revitalize their languages, including: master-apprentice programs, early childhood immersion programs, and technological approaches such as audio databases, language apps, and social media projects like Haidawood. Learning Xaad Kil can be a challenge: there are limited resources and often language learners are overwhelmed with obstacles. Haidawood helps make Haida language learning fun by bringing Haida stories to life using the power of stop motion animation and embracing an “aesthetic of accessibility” that creates beautiful art out of readily available materials, including carved puppet faces and sets made from cardboard. Haidawood seeks to help revitalize the Haida language, facilitate inter-cultural understanding, and inspire other communities to preserve and share their own stories.

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Wirman, Asdi. "Introducing Foreign Language in Early Childhood." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.29.

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Margaretha, Lydia. "Improve Language Learning in Early Childhood." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.12.

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Martono. "Educational Values in Busy Book for Early Childhood Learning." In 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.050.

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Suharti, Hapidin, and Yufiarti. "Marine Science Literacy in Early Childhood." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.027.

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Reports on the topic "Language arts (Early childhood)"

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Cloney, Dan, Kellie Picker, David Jeffries, and Prue Anderson. The Overcoming Disadvantage in Early Childhood Study. Summary report. Australian Council for Educational Research, November 2023. http://dx.doi.org/10.37517/978-1-74286-730-4.

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This report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program by answering the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was the development of the Early Language and Literacy Developmental Index (ELLDI), a new tool to measure oral language and literacy learning. The development of the ELLDI was based on the recognised need for a fit for purpose early childhood best practice measure of oral language and literacy. This summary report highlights the demonstrated capacity of the EL&L program to close the language and literacy achievement gap for children who participate in the program, particularly those from disadvantaged backgrounds. It also encapsulates the successful development of the ELLDI and the ELLDI scale to accurately measure and map children’s language and literacy development, to inform teaching and learning.

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Bando, Rosangela, Florencia López-Boo, and Xia Li. Sex-Differences in Language and Socio-emotional Skills in Early Childhood. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0000500.

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Bando, Rosangela, Florencia López Bóo, and Xia Li. Sex-Differences in Language and Socio-emotional Skills in Early Childhood. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0011759.

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This study explores sex differences in language and socio-emotional skills. It focuses on children 7 months old to 6 years old in Chile in 2012 and Nicaragua in 2013. A focus on young children allowed for ruling out a set of environmental and identity effects to explain the gap. Females had an advantage in both countries and both dimensions. Males in Chile scored at -0.13 standard deviations (SD) in language in the distribution of females. In addition, males scored at -0.20 SD in socio-emotional skills. The gaps in Nicaragua were not statistically different to those in Chile. Thus geographical and cultural variation across the two countries did not affect the gap. Within countries, variation in family characteristics, parenting practices and health investments did not explain the gap either. These findings shed light on the role of biological and environmental factors to explain sex gaps. The identification of the role of these factors is necessary to inform policy.

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Cloney, Dan, Kellie Picker, David Jeffries, and Prue Anderson. The Overcoming Disadvantage in Early Childhood Study: Evaluation of the Australian Literacy and Numeracy Foundation’s Early Language and Literacy Program. Final Report,. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-710-6.

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The Overcoming Disadvantage in Early Childhood (ODEC) study is a longitudinal evaluation of the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program. The study was designed to answer the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was to develop a new measure of oral language and literacy - the Early Language and Literacy Developmental Index (ELLDI). The ELLDI was developed in recognition of the need for a best practice measure of oral language and literacy that was fit for purpose. This report documents the sum of work completed across the duration of the study from 2018-2022. The design of the study was based on the principles of a longitudinal outcome evaluation and had three components: a) design of the outcome measure: the ELLDI; b) interim results and recommendations; and c) final results, recommendations and reporting.

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Bernal, Raquel, David Bravo, María Caridad Araujo, Rodrigo Azuero, Florencia López Bóo, Christina Paxson, Renos Vakis, et al. Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries. Inter-American Development Bank, January 2014. http://dx.doi.org/10.18235/0012278.

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Research from the United States shows that gaps in early cognitive and non-cognitive ability appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries. To help with comparability, we use the same measure of receptive language ability for all five countries. We find important differences in development in early childhood across countries, and steep socioeconomic gradients within every country. For the three countries where we can follow children over time, there are few substantive changes in scores once children enter school. Our results are robust to different ways of defining socioeconomic status, to different ways of standardizing outcomes, and to selective non-response on our measure of cognitive development.

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Verdisco, Aimee, Jennelle Thompson, and Santiago Cueto. Early Childhood Development: Wealth, the Nurturing Environment and Inequality First Results from the PRIDI Database. Inter-American Development Bank, July 2016. http://dx.doi.org/10.18235/0011753.

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This paper presents findings from the Regional Project on Child Development Indicators, PRIDI for its acronym in Spanish. PRIDI created a new tool, the Engle Scale, for evaluating development in children aged 24 to 59 months in four domains: cognition, language and communication, socio-emotional and motor skills. It also captures and identifies factors associated with child development. The Engle Scale was applied in nationally representative samples in four Latin American countries: Costa Rica, Nicaragua, Paraguay and Peru. The results presented here are descriptive, but they offer new insight regarding the complexity of child development in Latin America. The basic message emerging from this study is that child development in Latin America is unequal. Inequality in results appears as early as 24 months and increases with age. There is variation in inequality. For example, correlations with the socio-economic characteristics of the home and maternal education are stronger for cognition, and language and communication than for motor development. The environment within which children develop and the adult-child interactions predominant within this environment ¿ referred to in this study as the nurturing environment - is important for all domains of child development utilized in this study, although stronger associations appear for cognition, language and communication, and socio-emotional development. For all domains measured by the Engle Scale, the nurturing environment bears a statistically stronger correlation than the socio-economic endowment of the home or maternal education. Gaps between the development of children in the top and low extremes in these factors matter. By 59 months, the development of a poor and under-nurtured child will lag by as much as 18 months behind her richer and more nurtured peers. For this child it will be more difficult to recognize basic shapes like triangles or squares, count to 20, or understand temporal sequences. She will also have gaps in her basic executive functioning and socio-emotional skills, including empathy and autonomy. She will not likely be ready for school and may not have success once there. Notably, however, if this same child, in the same poor household, were to benefit from a nurturing environment, her level of development would rise and would start to approach levels found in children in richer but less nurtured households. The nurturing environment thus appears to mitigate the negative association lower levels of wealth have with the domains of development included in this study.

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Rubio-Codina, Marta, María Caridad Araujo, Orazio P. Attanasio, and Sally Grantham-McGregor. Concurrent Validity and Feasibility of Short Tests Currently Used to Measure Early Childhood Development in Large Scale Studies: Methodology and Results. Inter-American Development Bank, August 2016. http://dx.doi.org/10.18235/0012283.

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In low- and middle-income countries (LIMCs) measuring early childhood development (ECD) with standard tests in large scale surveys (i.e. evaluations of interventions) is difficult and expensive. Multi-dimensional screeners and single-domain tests ('short tests') are frequentlyused as alternatives. However, their validity in these circumstances is unknown. We examine the feasibility, reliability, and concurrent validity of three multi-dimensional screeners -the Ages and Stages Questionnaires (ASQ-3), the Denver Developmental Screening Test (Denver-II), the Battelle Developmental Inventory screener (BDI-2) -and two single-domain tests- the MacArthur-Bates Short-Forms (SFI and SFII) and the WHO Motor Milestones (WHO-Motor)-in 1,311 children 6-42 months in Bogota, Colombia. We compare scores on these short tests to those on the Bayley Scales of Infant and Toddler Development (Bayley-III), which we take as the 'gold standard'. The Bayley-III was given at a center by psychologists; whereas the short tests were administered in the home by interviewers, as in a survey setting. Concurrent validity of the multi-dimensional tests' cognitive, language, and fine motor scales with the corresponding Bayley-III scale is low below 19 months but increases with age, becoming moderate-to-high over 30 months. In contrast, gross motor scales' concurrence is high under 19 months and then decreases. Of the single-domain tests, the WHO-Motor has high validity with gross motor under 16 months, and the SFI and SFII expressive scales show moderate correlations with language under 30 months. Overall, the Denver-II seems the most feasible and valid multi-dimensional test and the ASQ-3 performs poorly under 31 months. By domain, gross motor development has the highest concurrence below 19 months, and language above. Results do not vary by household socio-economic status. Predictive validity investigation is nonetheless needed to further guide the choice of instruments for large scale studies.

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Ganimian, alejandro, Karthik Muralidharan, and Christopher K. Walters. Augmenting State Capacity for Child Development: Experimental Evidence from India. Research on Improving Systems of Education (RISE), October 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/080.

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We use a large-scale randomized experiment to study the impact of augmenting staffing in the world’s largest public early childhood program: India’s Integrated Child Development Services (ICDS). Adding a half-time worker doubled net preschool instructional time and led to 0.29σ and 0.46σ increases in math and language test scores after 18 months for children who remained enrolled in the program. Rates of stunting and severe malnutrition were also lower in the treatment group. A cost-benefit analysis suggests that the benefits of augmenting ICDS staffing are likely to significantly exceed its costs even under conservative assumptions.

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Atuhurra, Julius, Rastee Chaudhry, Tahrima Hossain, and Michelle Kaffenberger. Instructional Alignment in Nepal Using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/057.

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The content coverage of the Integrated Curriculum (IC) for Nepali Language Arts and Reading is broad, but some topics, including foundational reading and writing skills, are emphasised more than others. The IC generally emphasises middle levels of cognitive demand. IC content is highly aligned across Grades 1-3. Grade 1 teachers cover IC topics more broadly, and typically at lower cognitive demand levels, than the curriculum prescribes. The Classroom-Based Early Grade Reading Assessment (CB-EGRA) focuses on a narrower set of skills than either the curriculum or instruction, and typically at higher cognitive demand levels. Student performance on the CB-EGRA is low, suggesting the need for greater support on specific topics and at more basic skill levels so students have a stronger foundation for future progress.

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Meghir, Costas, Orazio P. Attanasio, Natalia Varela, Sally Grantham-McGregor, and Marta Rubio-Codina. The Socio-Economic Gradient of Child Development: Cross-Sectional Evidence from Children 6-42 Months In Bogota. Inter-American Development Bank, January 2013. http://dx.doi.org/10.18235/0011641.

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We study the socio-economic gradient of child development on a representative sample of low- and middle-income children aged 6-42 months in Bogota, using the Bayley Scales of Infant Development, a high quality test based on direct observation of the child's abilities. We find a statistically significant difference between children in the 90th and 10th percentile of the wealth distribution in our sample of 0.33 standard deviations (SD) in cognition, 0.29 SD in receptive language and 0.38 SD in expressive language at 14 months. The socio-economic gap increases substantially with age to 1 SD (cognition), 0.80 SD (receptive language) and 0.69 SD (expressivelanguage) by 42 months. While the gap persists after controlling for mediating factors such as parental and biomedical characteristics, the level of stimulation in the home, and the quality of the institutional care setting; its size is significantly reduced by variables related to the home environment i.e. parental investments in care quantity and quality. These findings have important implications for the design of well-targeted, effective and timely interventions that promote early childhood development.

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