To see the other types of publications on this topic, follow the link: Language arts (early childhood outcomes).
Journal articles on the topic 'Language arts (early childhood outcomes)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Language arts (early childhood outcomes).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Le, Vi-Nhuan, Diana Schaack, Kristen Neishi, Marc W. Hernandez, and Rolf Blank. "Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?" American Educational Research Journal 56, no. 4 (January 4, 2019): 1254–80. http://dx.doi.org/10.3102/0002831218813913.
Full textAbstract:
Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children’s social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not only with improved math and English/language arts achievement but also with improved social-emotional outcomes. Greater exposure to advanced content was associated with better interpersonal skills, better approaches to learning, better attentional focus, and lower externalizing behaviors. The results suggest that advanced academic content can be taught without compromising children’s social-emotional skills.
2
Goldie, Peter D., and Erin E. O'Connor. "The Gender Achievement Gap: Do Teacher–Student Relationships Matter?" Psi Chi Journal of Psychological Research 26, no. 2 (2021): 139–49. http://dx.doi.org/10.24839/2325-7342.jn26.2.139.
Full textAbstract:
Low academic performance in middle childhood/early adolescence has long-term negative implications. The link between early performance and later outcomes is of special concern for boys, who tend to evidence lower levels of achievement than girls by early adolescence. Scholars have demonstrated that variations by gender in quality of teacher–student relationships may partly explain this achievement gap. That is, girls tend to have higher quality teacher–student relationships (i.e., higher levels of closeness and lower levels of conflict) than boys. Centering low-income early adolescents of color, the present analyses found that girls outperformed boys in both English Language Arts (ELA; p < .001) and math (p = .009). Teacher–student closeness fully and significantly mediated the association between gender and ELA (p = .05) and partially mediated the association between gender and math achievement (effects were nonsignificant). Teacher–student conflict partially mediated associations between gender and ELA and math achievement, although effects similarly did not reach significance. Results have the capacity to inform future interventions aiming to increase the utility of education and decrease school dropout among low-income boys of color.
3
Evridawati, Beryana, Yufiarti, and Elindra Yetti. "The Cognitive Style and Attachment on Early Childhood Speech Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 32–42. http://dx.doi.org/10.21009/jpud.141.03.
Full textAbstract:
Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment.
Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills
Reference
Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762
Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). Boston: Pearson.Borich, G. D., & Tombari., M. L. (1996). Educational Psychology: A Contemporary Approach.
New York: Harper Collins College Publishers.
Boroujerdi, F. G., Kimiaee, S. A., Yazdi, S. A. A., & Safa, M. (2019). Attachment style and history of childhood abuse in suicide attempters. Psychiatry Research, 271, 1–7. https://doi.org/10.1016/j.psychres.2018.11.006
Braune, R., & Wickens, C. D. (1986). Time-sharing revisited: Test of a componential model for the assessment of individual differences. Ergonomics, 29(11), 1399–1414. https://doi.org/10.1080/00140138608967254
Brodin, J., & Renblad, K. (2019). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 0(0), 1–9. https://doi.org/10.1080/03004430.2018.1564917
Davis, D. (2011). Child Development, Third Edition: A Practitioner’s Guide (Clinical Practice with Children, Adolescents, and Families) (Third Edit). New York London: The Guilford Press.
Desmita. (2010). Psikologi Perkembangan Peserta Didik. Bandung: Rosdakarya.
Ding, Y. hua, Xu, X., Wang, Z. yan, Li, H. rong, & Wang, W. ping. (2014). The relation of infant attachment to attachment and cognitive and behavioural outcomes in early childhood. Early Human Development, 90(9), 459–464. https://doi.org/10.1016/j.earlhumdev.2014.06.004
Evans, R., & Jones, D. (2007). Perspectives on oracy-towards a theory of practice. Early Child Development and Care, 177(6–7), 557–567. https://doi.org/10.1080/03004430701424938
Feeney, J. A. (2001). Becoming Parents: Exploring The Bonds Between Mothers, Fathers, And Their Infants Paperback. UK: Cambridge University Press.
Gandasetiawan, R. Z. (2009). Mengoptimalkan IQ dan EQ Anak Melalui Metode Sensomotorik. Jakarta: PT BPK Gunung Mulia.
Goodman, M. L., Gibson, D., Vo, T. T., Wang, A., Gitari, S., & Raimer, B. (2018). Early childhood attachment and suicidal ideation among young Kenyan men. Advances in Life Course Research, 35(February), 126–134. https://doi.org/10.1016/j.alcr.2018.02.001
Holmes, J. (2014). John Bowlby and Attachment Theory (2nd Editio). https://doi.org/https://doi.org/10.4324/9781315879772
Kerlinger, F. N. (1990). Asas-asas Penelitian Behavioral (3th ed.). Yogyakarta: Gajah Mada University Press.
Larasati, N. I., & Desiningrum, dinie R. (2017). Hubungan Antara Kelekatan Aman Dengan Ibu Dan Regulasi Emosi Siswa Kelas X Sma Negeri 3 Salatiga. Empati, 6(3), 127–133.
Lwin, M., Khoo, A., Lyen, K., & Sim, C. (2002). How to Multiply Your Child’s Intelligence: A Practical Guide for Parents of Seven-Year-Olds and Below. Singapore: Pearson Education Asia Pte., Ltd.
Machado, J. M. (2012). Early Childhood Experiences in Language Arts: Early Literacy (10 edition). Belmont, USA: Wadsworth Publishing.
Madyawati, L. (2016). Strategi Pengembangan Bahasa Pada Anak. Jakarta: Kencana.
Mahabbati, A. (2013). Layanan Pendidikan untuk Anak Berkebutuhan Khusus dan Pendidikan Inklusif. Retrieved from http://staffnew.uny.ac.id/upload/132318126/pengabdian/ppmlayanan-pendidikan-untuk- anak-berkebutuhan-khusus.
McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004
Nasution, S. (2011). Berbagai Pendekatan Dalam Proses Belajar Dan Mengajar. Jakarta: Bumi Aksara.
Nussipzhanova, B., Berdibayeva, S., Garber, A., Tuyakova, U., Mursaliyeva, A., & Baizhumanova, B. (2017). Cognitive development of pre-school children with language and speech disorders. The European Journal of Social and Behavioural Sciences, 21(1), 2570– 2583. https://doi.org/10.15405/ejsbs.227
Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga.
Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia.
Papalia, D. (2008). Human Development. Jakarta: Kencana.
Platokhina, N. A., Samarina, I. V., & Abashina, N. N. (2016). Preventive Measures against Speech Disorders in Early Childhood. Procedia - Social and Behavioral Sciences, 233(May), 247–251. https://doi.org/10.1016/j.sbspro.2016.10.212
Pudjaningsih, W. (2013). Pembelajaran Melalui Bermain Dalam Rangka Pengembangan Kemampuan Berbahasa Anak di TK Islam Al-Azhar Kota Jambi. Pena : Jurnal Pendidikan Bahasa Dan Sastra, 53(9), 1689–1699.
Santrock, J. W. (2011). Life Span Development. New York: Mc Graw Hill.Shi, C. (2011). A Study of the Relationship between Cognitive Styles and Learning Strategies.
Higher Education Studies, 1(1), 20–26. https://doi.org/10.5539/hes.v1n1p20Sternberg, R. J., & Williams, W. M. (2009). Educational Psychology (2nd Editio). Boston: Pearson.Sumantri, M. S., Supriyati, Y., & Nugroho, H. (2015). Pengaruh Kelekatan dan Self Esteem
terhadap Kecerdasan Spiritual. Pps UNJ.Taylor, C. (2010). A Practical Guide to Caring for Children and Teenagers with Attachment
Difficulties. London and Philadelphia: Jessica Kingsley Publishers.
Uno, H. B. (2016). Orientasi Baru Dalam Psikologi Pembelajaran. Jakarta: Bumi Aksara.
Waring, R., Liow, S. R., Eadie, P., & Dodd, B. (2019). Speech development in preschool children : evaluating the contribution of phonological short-term and phonological working memory. 1–21. https://doi.org/10.1017/S0305000919000035
4
Arteaga, Irma, Kathy Thornburg, Rajeev Darolia, and Jacqueline Hawks. "Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks." Evaluation Review 43, no. 1-2 (February 2019): 41–76. http://dx.doi.org/10.1177/0193841x19865070.
Full textAbstract:
Background: The literature on the effects of teacher coaching in early childhood (EC) education programs is underdeveloped but emerging. Using the theory of action in professional development as our theoretical framework, we hypothesize that active coaching improves teaching methods and creates a more effective classroom environment for enhancing children’s learning and skills. Objectives: This study evaluates the effects of the Mississippi Building Blocks (MBB) program, an EC intervention with a strong emphasis on supervisor and coaching training. Research design: We conduct a randomized controlled experiment in which data were collected at baseline, midpoint (Month 3), and postintervention (Month 6) in 24 preschool classrooms in Mississippi. Subjects: The experiment included 195 preschoolers, of which 95 were in classrooms led by teachers who received coaching (treatment) and 100 were in classrooms without coaching (control). Measures: We measured child’s emergent language and literacy, fine motor skills, gross motor skills, print language skills, problem-solving, math skills, and socioemotional development. Results: We find that MBB coaching led to substantial improvements in child outcomes relative to the control group, particularly in gross motor skills, print language skills, and socioemotional development. We also find some evidence that MBB coaching improved math skills, though these estimates are on the margin of statistical significance. Finally, a mediator analysis indicates that improvements in the classroom learning environment brought about by MBB coaching improved child outcomes. Conclusions: Our findings suggest that an intensive form of classroom coaching for teachers leads to significant gains in child outcomes.
5
Phelps, Richard P. "Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis." Evaluation Review 43, no. 3-4 (June 2019): 111–51. http://dx.doi.org/10.1177/0193841x19865628.
Full textAbstract:
Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.
6
Atteberry, Allison C., and Andrew J. McEachin. "Not Where You Start, but How Much You Grow: An Addendum to the Coleman Report." Educational Researcher 49, no. 9 (July 10, 2020): 678–85. http://dx.doi.org/10.3102/0013189x20940304.
Full textAbstract:
The Equality of Educational Opportunity Study (1966)—the Coleman Report—lodged a key takeaway in the minds of educators, researchers, and parents: Schools do not strongly shape students’ achievement outcomes. This finding has been influential to the field; however, Coleman himself suggested that—had longitudinal data been available to him—decomposing the variance in students’ growth rates rather than their levels of achievement would have provided a clearer insight into school effects. Inspired by an intriguing finding from an earlier study conducted in 1988 by Bryk and Raudenbush, we take up Coleman’s suggestion using data provided by NWEA, which has administered over 200 million vertically scaled assessments across all 50 states since 2008. We replicated Bryk and Raudenbush’s surprising finding that most of the variation in student learning rates lies between rather than within schools. For students moving from Grades 1 through 5, we found 75% (math) to 80% (English language arts) of the variance in achievement rates is at the school level. We find similar results in preliminary analyses of data from the Early Childhood Longitudinal Study-Kindergarten Class 1998-99 (ECLS-K:99). These results are intriguing because they call into question one of the dominant narratives about the extent to which schools shape students’ achievement; however, more research is needed. Our goal is to invite other scholars to conduct similar analyses in other data contexts. We delineate four key dimensions along which results need to be further probed, first and foremost with an eye toward the role of test score scaling practices, which may be of central importance.
7
Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 156–68. http://dx.doi.org/10.21009/141.11.
Full textAbstract:
Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model.
Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies
Reference:
Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409
Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401
Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18
August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9.
Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual
literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394
Blanden, J. (2006). ‘Bucking the trend’: What enables those who are disadvantaged in childhood to succeed later in life? Pensions, (31), 36.
Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. https://doi.org/10.1044/1058-0360(2011/10-0104)
Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco: CA: Pfiffer.
Davoudi, A. H. M., & Mahinpo, B. (2013). Kagan Cooperative Learning Model: The Bridge to Foreign Language Learning in the Third Millennium. Theory and Practice in Language Studies, 2(6), 1134–1140.
Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, V ol. 80, pp. 497–515. https://doi.org/10.1348/000709910X493080
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Gilles, G. (2015). Language Skills in Children: Development, Definition & Types. Retrieved from © copyright 2003-2020 Study.com. website: https://study.com/academy/lesson/language-skills-in-children-development- definition-types.html#transcriptHeader
Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101
Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using pictures series technique to enhance narrative writing among ninth grade students at institución educativa simón araujo. English Language Teaching, 8(5), 45–71. https://doi.org/10.5539/elt.v8n5p45
Hadfield, J., & Hadfield, C. (2002). Simple Speaking Activities. Oxford: Oxford University Press.
Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. J., & Fricke, S. (2017). Oral language skills intervention in pre-school—a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71–79. https://doi.org/10.1111/1460-6984.12257
Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps.
Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238.Interpreting
Jin, S. H., & Boling, E. (2010). Instructional Designer’s Intentions and Learners’ Perceptions of the Instructional Functions of Visuals in an e-Learning Context. Journal of Visual Literacy, 29(2), 143–166. https://doi.org/10.1080/23796529.2010.11674678
Johanson, M., & Arthur, A. M. (2016). Improving the Language Skills of Pre- kindergarten Students: Preliminary Impacts of the Let’s Know! Experimental Curriculum. Child and Youth Care Forum, 45(3), 367–392. https://doi.org/10.1007/s10566-015-9332-z
Justice, L. M., & Pence, K. L. (2004). Addressing the Language and Literacy Needs of Vulnerable Children: Innovative Strategies in the Context of Evidence-Based Practice. Communication Disorders Quarterly, 25(4), 173–178. https://doi.org/10.1177/15257401040250040201
Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473.
Kamaliah, N. (2018). Applying The Inside-Outside Circle (IOC) Towards Students’ Speaking Abilityat The Second Grade of SMA Inshafuddin. Getsempena English Education Journal (GEEJ), 5(2), 106–115.
Kleeman, D. (2017). Media exposure during infancy and early childhood: the effects of content and context on learning and development. Journal of Children and Media, 11(4), 504–506. https://doi.org/10.1080/17482798.2017.1375219
Krčelić, P., & Matijević, A. S. (2015). A Picture and a Thousand Words: Visual Tools in ELT. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2015, 53(3/4), 110–114. Croatia.
Lavalle, P., & Briesmaster, M. (2017). The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language. I.E.: Inquiry in Education, 9(1).
Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes. Journal of Speech, Language, and Hearing Research, 52(December), 1401–1416.
Mayer, R. E. (2009). Multi-Media Learning : Prinsip-Prinsip dan Aplikasi. Yogyakarta: Pustaka Pelajar.
NICHD. (2000). The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network. Child Development, 71(4), 960–980. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11016559
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis.
Educational Research Review, https://doi.org/10.1016/j.edurev.2019.100290
28(September), 100290.
Oades-Sese, G. V., & Li, Y. (2011). Attachment Relationships As Predictors Of Language Skills For At-Risk Bilingual Preschool Children. Psychology in the Schools, 48(7), 274–283. https://doi.org/10.1002/pits
Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019).
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112– 125. https://doi.org/10.1016/j.ecresq.2018.04.001
Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023
Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295X.112.1.43
Puriniawati, N. K., Putra, M., & Putra, D. K. N. S. (2014). Penerapan Model Pembelajaran Inside Outside Circle Berbantuan Media Balok Untuk Meningkatkan. E-Journal PG-PAUD Universitas Pendidikan Ganesha, 3(1), 10.
Purnamawanti, R., Hartati, S., & Sa’adah, S. (2015). Pengaruh Model Pembelajaran Kooperatif Tipe Inside Outside Circle Terhadap Kemampuan Berkomunikasi Siswa pada Materi Organisasi Kehidupan. Jurnal Program Studi Pendidikan Biologi ISSN, 5(11–22), 1689–1699. https://doi.org/https://doi.org/10.15575/bioeduin.v5i1.2459
Sadiman, A. S. (2002). Media Pembelajaran dan Proses Belajar Mengajar, Pengertian Pengembangan dan Pemanfaatannya. Jakarta: Raja Grafindo Persada.
Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of Language, Literacy, and Numeracy Learning. International Journal of Disability, Development and Education, 61(3), 189–193. https://doi.org/10.1080/1034912X.2014.932555
Singh, C. K. S., Mei, T. P., Abdullah, M. S., Othman, W. M., Othman, W. M., & Mostafa, N. A. (2017). ESL LearnersâPerspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progressive Education and Development, 6(4), 74–89. https://doi.org/10.6007/ijarped/v6-i4/3463
Singh, Y. K. (2005). Instructional Technology in Education. New Delhi: APH Publishing Corporation.
Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada.
Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7. https://doi.org/10.1080/10888438.2011.536124
Vitulli, P., Santoli, S. P., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45–52. https://doi.org/10.5172/ijpl.2013.8.1.45
Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving Student’s Speaking Skill by Using Inside-outside Circle Technique (At English For Teen Level 5, LBPP LIA, Pekanbaru). Jurnal English Language Teaching (ELT), 1(2), 17–29.
Walter, O., Gil-Glazer, Y., & Eilam, B. (2019). ‘Photo-words’: promoting language skills using photographs. Curriculum Journal, 30(3), 298–321. https://doi.org/10.1080/09585176.2019.1568270
Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write: Photos Prompt Middle Grades English Language Learners to Reflect upon and Write about Their Lives. Middle School Journal, 44(2), 6–13. https://doi.org/10.1080/00940771.2012.11461842
Zulminiati, & Hartati, S. (2019). Significant Sensory Stimulation Program Through the Use of Flash Card as Media of Toddler Language Development at Pre-Kindergarten. Advances in Social Science, Education and Humanities Research, 293(Nfeic 2018), 168–171. https://doi.org/10.2991/nfeic-18.2019.35
8
Adams-Chapman, Ira, Carla Bann, Sheena L. Carter, and Barbara J. Stoll. "Language outcomes among ELBW infants in early childhood." Early Human Development 91, no. 6 (June 2015): 373–79. http://dx.doi.org/10.1016/j.earlhumdev.2015.03.011.
Full text
9
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.
Full textAbstract:
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.
10
Malanov, S. V. "Identifying Emotions through Language Means in Early Childhood." Cultural-Historical Psychology 11, no. 2 (2015): 57–67. http://dx.doi.org/10.17759/chp.2015110206.
Full textAbstract:
The paper focuses on the development of higher mental functions responsible for emotional regulation and describes a study revealing the stages in which young children acquire certain language means that help them to identify emotional states and understand emotional relationships. The sample of the study consisted of 94 children aged from 1.8 to 7.5 years. The outcomes suggest that at the age of 1.8 the children begin to acquire skills necessary for recognizing emotions basing on what the adults tell them. The revealed general tendency in the development of object reference of words is as follows: at first the children are able to identify emotional states and relationships according to the context of intersubjective interactions; later, basing on facial expressions; and finally, basing on pictograms of facial expressions. At the age of 2.4 years the children begin to employ language tools for identifying and naming emotions in others by themselves. Basing on their experience of analyzing emotions in others, the children then gradually develop the skills for identifying and partly rec¬ognizing their own emotions. Such skills may actually be found in some children at the age of 3.5 years, but usually it is not until the age of 7.5 that they can be observed in most preschoolers.
11
Dan, Maria. "Early childhood identity: ethnicity and acculturation." Journal of Education Culture and Society 5, no. 1 (January 6, 2020): 145–57. http://dx.doi.org/10.15503/jecs20141.145.157.
Full textAbstract:
How are concepts such as ethnic identity, acculturation and cultural orientation being perceived by a child? What is the process of identity construction in early preschool age? How is children’s wellbeing affected by parents’ desire to expose them to a certain culture, other than the one the children were born into? How natural is learning a foreign language for children, given a multiethnic space characterized by adversity and disparities such as “them”- -“us”? And what are the potential outcomes of the phenomena in question? These are a few questions that the current study refl ectively followed up upon by using a qualitative research design and data triangulation in order to increase its validity. The SDQ Questionnaire used to study the children’s wellbeing, the semi-structured “in-depth” interviews conducted on the main early preschool identity builders in the Cristian community and the participative observation indicated the children were proud to be part of the German department group. They did not undergo a brutal process of affi liation to the Saxon ethnicity due to the educators’ various compromises, and their wellbeing didn’t seem to be affected at the SDQ administration stage. However, learning German proved to be a diffi cult process and the two potential outcomes included hitting the language barrier or resuming adaptation to the native ethnic code. This study highlights the impact of the cultural code on the early identity foundation.
12
McKinlay, Audrey. "Long-Term Outcomes of Traumatic Brain Injury in Early Childhood." Australian Psychologist 49, no. 6 (November 20, 2014): 323–27. http://dx.doi.org/10.1111/ap.12084.
Full text
13
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.
Full text
14
Wajskop, Gisela. ""Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children." Language and Literacy 19, no. 2 (July 6, 2017): 33. http://dx.doi.org/10.20360/g2495q.
Full textAbstract:
This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers’ interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project.
15
Pimperton, Hannah, and Colin R. Kennedy. "The impact of early identification of permanent childhood hearing impairment on speech and language outcomes." Archives of Disease in Childhood 97, no. 7 (May 1, 2012): 648–53. http://dx.doi.org/10.1136/archdischild-2011-301501.
Full text
16
Brady, Nancy C., Kandace Fleming, Shelley L. Bredin-Oja, Heather Fielding-Gebhardt, and Steven F. Warren. "Language Development From Early Childhood to Adolescence in Youths With Fragile X Syndrome." Journal of Speech, Language, and Hearing Research 63, no. 11 (November 13, 2020): 3727–42. http://dx.doi.org/10.1044/2020_jslhr-20-00198.
Full textAbstract:
Purpose The aim of this study was to investigate language growth in individuals with fragile X syndrome (FXS) from early childhood to adolescence and the influence of maternal responsivity on language growth. Method We conducted a longitudinal analysis of language development in 55 youths (44 males, 11 females) with FXS. Data collection spanned the ages of 11–216 months. We measured expressive and receptive vocabulary with standardized tests. The number of different words and mean length of utterance were obtained from language sample analyses of mother–child interactions. We also measured maternal comments (responsivity indicator) produced during the language samples and child nonverbal IQ. Results Growth models indicated that rates of number of different words and receptive vocabulary were related to maternal commenting. Mean length of utterance did not change significantly over time. Expressive vocabulary measured with a standardized test grew, but the growth was not related to maternal commenting. Nonverbal IQ was related to all language outcomes at age of 10 years and to changes over time in vocabulary. Visual analysis indicated that the highest scores on standardized tests were produced by girls; however, measures derived from language sample analyses appeared similar for boys and girls. Language models for boys only were similar to the total sample models with lower scores at age of 10 years for some outcomes. Conclusion Results of persistent language impairments for most youths with FXS suggest the need for continued, focused interventions aimed at improved language productions in addition to a responsive environment. Supplemental Material https://doi.org/10.23641/asha.13022825
17
Ing, Caleb H., Charles J. DiMaggio, Eva Malacova, Andrew J. Whitehouse, Mary K. Hegarty, Tianshu Feng, Joanne E. Brady, et al. "Comparative Analysis of Outcome Measures Used in Examining Neurodevelopmental Effects of Early Childhood Anesthesia Exposure." Anesthesiology 120, no. 6 (June 1, 2014): 1319–32. http://dx.doi.org/10.1097/aln.0000000000000248.
Full textAbstract:
Abstract Introduction: Immature animals exposed to anesthesia display apoptotic neurodegeneration and neurobehavioral deficits. The safety of anesthetic agents in children has been evaluated using a variety of neurodevelopmental outcome measures with varied results. Methods: The authors used data from the Western Australian Pregnancy Cohort (Raine) Study to examine the association between exposure to anesthesia in children younger than 3 yr of age and three types of outcomes at age of 10 yr: neuropsychological testing, International Classification of Diseases, 9th Revision, Clinical Modification–coded clinical disorders, and academic achievement. The authors’ primary analysis was restricted to children with data for all outcomes and covariates from the total cohort of 2,868 children born from 1989 to 1992. The authors used a modified multivariable Poisson regression model to determine the adjusted association of anesthesia exposure with outcomes. Results: Of 781 children studied, 112 had anesthesia exposure. The incidence of deficit ranged from 5.1 to 7.8% in neuropsychological tests, 14.6 to 29.5% in International Classification of Diseases, 9th Revision, Clinical Modification–coded outcomes, and 4.2 to 11.8% in academic achievement tests. Compared with unexposed peers, exposed children had an increased risk of deficit in neuropsychological language assessments (Clinical Evaluation of Language Fundamentals Total Score: adjusted risk ratio, 2.47; 95% CI, 1.41 to 4.33, Clinical Evaluation of Language Fundamentals Receptive Language Score: adjusted risk ratio, 2.23; 95% CI, 1.19 to 4.18, and Clinical Evaluation of Language Fundamentals Expressive Language Score: adjusted risk ratio, 2.00; 95% CI, 1.08 to 3.68) and International Classification of Diseases, 9th Revision, Clinical Modification–coded language and cognitive disorders (adjusted risk ratio, 1.57; 95% CI, 1.18 to 2.10), but not academic achievement scores. Conclusions: When assessing cognition in children with early exposure to anesthesia, the results may depend on the outcome measure used. Neuropsychological and International Classification of Diseases, 9th Revision, Clinical Modification–coded clinical outcomes showed an increased risk of deficit in exposed children compared with that in unexposed children, whereas academic achievement scores did not. This may explain some of the variation in the literature and underscores the importance of the outcome measures when interpreting studies of cognitive function.
18
Phongsopha, Manivone, and Piriya Pholphirul. "Early Childhood Education and Child Development Outcomes in Least Developed Countries: Empirical Evidence from Lao PDR." Asian Social Science 14, no. 6 (May 28, 2018): 131. http://dx.doi.org/10.5539/ass.v14n6p131.
Full textAbstract:
Given the benefits of early childhood education, many countries try to ensure universal accessibilityto early childhood education. However, with their limited budgets and chronic poverty, least developed countries face a huge disadvantage in providing access to early childhood education, especially for children of lower income families and those living in remote areas. This study aims to determine how accessibility to early childhood education and child development affects cognitive, learning, physical, and social-emotional readiness.We use nationally representative data from the Lao Social Indicator Survey (LSIS) for a case study of Lao PDR, which is representative of least-developed countries. Our estimation indicates that mother’s educational attainment and economic status of the family have an important impact on children’s preschool enrollment. In terms of children’s development, receiving early childhood education is likely to play a significant role in developing cognitive skills. Furthermore, in addition to early childhood education per se, activities associated such education also play an important role in fostering children’s development. Hence, early childhood education should be promoted in order to enhance all children’s access to preschools and thus ensure that their development remains on track.
19
LeGrand, Kaya J., Lisa Wisman Weil, Catherine Lord, and Rhiannon J. Luyster. "Identifying Childhood Expressive Language Features That Best Predict Adult Language and Communication Outcome in Individuals With Autism Spectrum Disorder." Journal of Speech, Language, and Hearing Research 64, no. 6 (June 4, 2021): 1977–91. http://dx.doi.org/10.1044/2021_jslhr-20-00544.
Full textAbstract:
Purpose Several studies have reported that “useful speech” at 5 years of age predicts outcomes in individuals with autism spectrum disorder (ASD), but this skill has been vaguely defined. This study investigates which specific aspects of expressive language in children with ASD best predict adult language and communication outcomes. Method Language samples from 29 children (ages 47–72 months) enrolled in a longitudinal project (e.g., Lord et al., 2006 ) were transcribed and coded for spoken language features. Hierarchical linear regression was used to compare the following childhood variables as predictors of adult language and communication outcomes: noun diversity, verb diversity, mean length of utterance, and proportion of utterances that were socially motivated. Results Childhood verb diversity was a value-added predictor of all four adult outcome measures (i.e., verbal IQ, Autism Diagnostic Observation Schedule Communication + Social Interaction Algorithm totals, Peabody Picture Vocabulary Test scores, and Vineland Adaptive Behavior Scales Communication Domain scores), while noun diversity and proportion of utterances that were socially motivated were not value-added predictors of any adult outcome measures. In a second set of regression analyses, mean length of utterance was substituted for verb diversity and was a value-added predictor of two out of four adult outcome measures (i.e., verbal IQ and Vineland Adaptive Behavior Scales Communication Domain scores). The pattern of findings for the other predictors remained the same as in the previous analyses. Conclusion These results have implications for our understanding of early language in ASD and for clinical decision making in early childhood.
20
Newbury, Dianne F., Jenny L. Gibson, Gina Conti-Ramsden, Andrew Pickles, Kevin Durkin, and Umar Toseeb. "Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood." Journal of Speech, Language, and Hearing Research 62, no. 9 (September 20, 2019): 3381–96. http://dx.doi.org/10.1044/2019_jslhr-l-19-0001.
Full text
21
Cassidy, Corey, Patricia Winter, and Skyler Cumbia. "An interprofessional early childhood training program: speech-language pathology and music therapy student outcomes and reflections." Journal of Interprofessional Care 34, no. 6 (December 15, 2019): 819–21. http://dx.doi.org/10.1080/13561820.2019.1696761.
Full text
22
Piasta, Shayne B., Laura M. Justice, Ann A. O'Connell, Susan A. Mauck, Melissa Weber-Mayrer, Rachel E. Schachter, Kristin S. Farley, and Caitlin F. Spear. "Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes." Journal of Research on Educational Effectiveness 10, no. 2 (December 14, 2016): 354–78. http://dx.doi.org/10.1080/19345747.2016.1270378.
Full text
23
Geers, Ann E., and Johanna G. Nicholas. "Enduring Advantages of Early Cochlear Implantation for Spoken Language Development." Journal of Speech, Language, and Hearing Research 56, no. 2 (April 2013): 643–55. http://dx.doi.org/10.1044/1092-4388(2012/11-0347).
Full textAbstract:
Purpose In this article, the authors sought to determine whether the precise age of implantation (AOI) remains an important predictor of spoken language outcomes in later childhood for those who received a cochlear implant (CI) between 12 and 38 months of age. Relative advantages of receiving a bilateral CI after age 4.5 years, better pre-CI-aided hearing, and longer CI experience were also examined. Method Sixty children participated in a prospective longitudinal study of outcomes at 4.5 and 10.5 years of age. Twenty-nine children received a sequential second CI. Test scores were compared with normative samples of hearing age mates, and predictors of outcomes were identified. Results Standard scores on language tests at 10.5 years of age remained significantly correlated with age of first cochlear implantation. Scores were not associated with receipt of a second, sequentially acquired CI. Significantly higher scores were achieved for vocabulary as compared with overall language, a finding not evident when the children were tested at younger ages. Conclusion Age-appropriate spoken language skills continued to be more likely with younger AOI, even after an average of 8.6 years of additional CI use. Receipt of a second implant between ages 4 and 10 years and longer duration of device use did not provide significant added benefit.
24
RAJAN, Vinaya, Haruka KONISHI, Katherine RIDGE, Derek M. HOUSTON, Roberta Michnick GOLINKOFF, Kathy HIRSH-PASEK, Nancy EASTMAN, and Richard G. SCHWARTZ. "Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood." Journal of Child Language 46, no. 04 (February 26, 2019): 617–31. http://dx.doi.org/10.1017/s0305000918000600.
Full textAbstract:
AbstractSeveral aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than generalized cognitive abilities. Twenty-eight 21-month-olds were taught novel words using a modified version of the Intermodal Preferential Looking Paradigm. Seventeen children (range 7–10 years) returned to participate in a longitudinal follow-up. Novel word learning in infancy uniquely accounted for 22% of the variance in childhood receptive vocabulary but did not predict later childhood visuospatial ability or non-verbal IQ. These results suggest that the ability to associate novel sound patterns to novel objects, an index of the process of word learning, may be especially important for long-term language mastery.
25
Antoniou, Evangelia, Eirini Orovou, Paraskevi Eva Andronikidi, Christos Orovas, Nikolaos Rigas, Ermioni Palaska, Angeliki Sarella, Georgios Iatrakis, and Chrysa Voyiatzaki. "Congenital Zika Infection and the Risk of Neurodevelopmental, Neurological, and Urinary Track Disorders in Early Childhood. A Systematic Review." Viruses 13, no. 8 (August 23, 2021): 1671. http://dx.doi.org/10.3390/v13081671.
Full textAbstract:
It was late 2015 when Northeast Brazil noticed a worrying increase in neonates born with microcephaly and other congenital malformations. These abnormalities, characterized by an abnormally small head and often neurological impairment and later termed Congenital Zika Syndrome, describe the severity of neurodevelopmental and nephrological outcomes in early childhood, and the implication of microcephaly at birth. The purpose of the study was to describe the neurodevelopmental outcomes in children exposed to Zika virus during fetal life, with and without microcephaly at birth. The systematic review included research studies about the neurodevelopmental outcomes with and without microcephaly, as well as nephrological outcomes in early childhood. We searched PubMed, Crossref, PsycINFO, Scopus, and Google Scholar publications and selected 19 research articles published from 2018 to 2021. Most studies have linked the severity of microcephaly in childbirth to the neurodevelopmental and urinary outcomes in early childhood. However, most children without microcephaly at birth develop typically, while others may be at risk for language impairment.
26
James, Mark, Catherine M. O‘ Connor, Anthony Cullinane, Deirdre M. Murray, and Geraldine B. Boylan. "Ophthalmic outcomes following neonatal hypoxic ischaemic encephalopathy; oculomotor, biometric and refractive data in early childhood." Eye 33, no. 7 (March 5, 2019): 1152–57. http://dx.doi.org/10.1038/s41433-019-0390-6.
Full text
27
Djahimo, Santri E. P., and Yulia Indahri. "Bilingual instruction in early childhood education, can it better develop children?" SHS Web of Conferences 42 (2018): 00015. http://dx.doi.org/10.1051/shsconf/20184200015.
Full textAbstract:
This is a case study of teaching and learning using bilingual instruction in two schools of Early Childhood Education in Kupang-NTT, Indonesia. The aims of this study are to find out whether or not bilingual instruction in Early Childhood Education can better develop children (the outcomes) and if the issue of ‘the younger, the better” in children’s language acquisition in bilingual setting is acceptable and true. 4 students from one bilingual and one monolingual schools have been observed. In addition, parents and teachers of these students have also been interviewed. The data has then been analyzed qualitatively to come to the answers of the proposed questions, and the results reveal that bilingual instruction alone does not necessarily create better children unless it is supported by other factors, such as encouraging parents, professional teachers, and supporting environment. This is in a line with the findings of the issue about ‘the younger, the better’ in children’s language acquisition, that the younger does not always mean the better. Other aforementioned factors are needed in the development of children’s language acquisition. It’s recommended that all parties involved in children’s development can take part in developing their skills, knowledge as well as characters.
28
Benic, Marijana Zupanic. "Early childhood education – students’ self-assessment of their teaching competences in the arts." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 77–90. http://dx.doi.org/10.18844/prosoc.v4i6.2916.
Full textAbstract:
The term ‘competences’ in this paper refers to a combination of knowledge, skills and abilities that students gain through initial teacher education and use for effective teaching in early childhood and pre-school settings. Activities in visual arts and music are important aspects of early childhood education, because they facilitate emotional, cognitive, social and psychomotor development. The role of educators is to provide children with a supportive environment where they can express themselves artistically and develop a certain level of competence in the arts; hence the purpose of this study was to measure and evaluate teaching competences of preschool education students in arts. We present the outcomes of a research on students in the third year of preschool education at the University of Maribor, Faculty of Education and at the University of Zagreb, Faculty of Education who were self-assessment for their competences from the point of view of artisticdidactic contents. Keywords: Preschool education, competences, fine arts, music.
29
Kincaid, Aleksis P., Scott R. McConnell, and Alisha K. Wackerle-Hollman. "Assessing Early Literacy Growth in Preschoolers Using Individual Growth and Development Indicators." Assessment for Effective Intervention 45, no. 3 (September 19, 2018): 173–83. http://dx.doi.org/10.1177/1534508418799173.
Full textAbstract:
Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcomes and prevent, reduce, or close later academic achievement gaps across groups. Assessment systems to support this intervention have been developed, but to date we have little evidence of these systems’ outcomes when used at a broad scale in community-based preschool programs. For this broad purpose, two research questions were addressed: (a) How much progress do children make on language and early literacy skills over the course of one school year? and (b) What is the relationship between child characteristics, baseline performance, and growth on language and early literacy skills? Results indicated growth over time for all measures and relations between child age, gender, and free-or-reduced-price status and students’ performance at the beginning of the school year, but (with one exception) no relation between these covariates and growth over time. Discussion centers on current status of language and early literacy assessment in early childhood education as well as needs and issues to be addressed in future research and program development.
30
Zhong, Jingdong, Yang He, Yuting Chen, and Renfu Luo. "Relationships between Parenting Skills and Early Childhood Development in Rural Households in Western China." International Journal of Environmental Research and Public Health 17, no. 5 (February 26, 2020): 1506. http://dx.doi.org/10.3390/ijerph17051506.
Full textAbstract:
This paper empirically investigates the relationships between caregivers’ parenting skills and early cognitive, language, motor, and social-emotional development of children aged 6–24 months. The study is based on data from a survey conducted in 100 villages in a typical poor rural area in western China. A total of 1715 households were enrolled in the study. In the study, Parent and Family Adjustment Scales (PAFAS), Bayley Scales of Infant Development version III (BSID-III), and a socioeconomic questionnaire were used to measure caregiver’s parenting skills, child’s development outcomes, and socioeconomic characteristics in sample households, respectively. Multivariate regression was used to estimate the relationship between a caregiver’s parenting skills and the child’s development outcomes. The results show that, first, parenting skills are positively and significantly associated with children’s cognitive, language, motor, and social-emotional development, and the link between parenting skills and social-emotional development is the strongest; second, the correlation between parenting skills and development outcomes varies across socioeconomic characteristics and parenting skill dimensions. The results provide evidence for the relationship between parenting skills and early childhood development in rural households in western China. Our findings also suggest that interventions aimed at improving caregivers’ parenting skills during the early stages are necessary for human capital development in rural China.
31
Hanini, Rawan, Anwar Alkhudidi, and Yasman Rafat. "Childhood language exposure: Does early experience affect sound perception and production in speakers with reduced language proficiency?" Journal of the Acoustical Society of America 148, no. 4 (October 2020): 2657. http://dx.doi.org/10.1121/1.5147402.
Full text
32
Hayes, Nóirín, Jacqueline Maguire, and Carmel O’Sullivan. "Professional Development in Arts Education for Early Childhood Education: A Creative Exchange Model." International Journal of Early Childhood 53, no. 2 (June 25, 2021): 159–74. http://dx.doi.org/10.1007/s13158-021-00290-y.
Full textAbstract:
AbstractThis paper reports a model for professional development for early childhood arts education. The research delivered a co-mentoring programme between early years teachers and artists, which applied a process of ‘creative exchange’, in which across a period of 2 years, 12 educators and two teaching artists participated. Common principles underpinning early childhood education and arts education include recognition of the critical role of early experiences and relationships and quality learning opportunities as foundations for positive child development. Using these common principles, early childhood educators and artists worked together as equals to provide an enriched early learning environment with improved use of space and materials in an atmosphere of “unhurried time”. Themes in the evaluation of the professional outcomes for educators and artists included increased engagement with the arts; changes in pedagogy; building relationships between artists and educators; and the importance of making time for reflection and planning. The creative exchange process led to positive changes in practice and strengthened understandings, for both educators and artists, of the capabilities of young children.
33
Chambers, Bette, Alan C. K. Cheung, and Robert E. Slavin. "Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review." Educational Research Review 18 (May 2016): 88–111. http://dx.doi.org/10.1016/j.edurev.2016.03.003.
Full text
34
McLeod, Sharynne, Linda J. Harrison, Chrystal Whiteford, and Sue Walker. "Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school." Early Childhood Research Quarterly 34 (2016): 53–66. http://dx.doi.org/10.1016/j.ecresq.2015.08.005.
Full text
35
Supprasert, Warunsicha, and Piyathida Khajornchaikul. "Capacity Enhancement of Family Development Centre Staff in Early Childhood Language Learning." Asian Social Science 17, no. 8 (July 31, 2021): 23. http://dx.doi.org/10.5539/ass.v17n8p23.
Full textAbstract:
This study aimed to identify effective plans using the Future Search Conference (FSC) approach to enhance the Thai Family Development Centre (FDC) staff in early childhood language promotion through good parenting. Data from, 55 stakeholders FDC staff, district and local health centres, Child Care Centres (CCCs), and local authorities from 10 villages of rural subdistricts in a central Thai province, Thailand, checked for correctness and analyzed using thematic analysis, alongside field notes from observations, worksheets, videotape records, and photo voice. Results revealed that applying FSC techniques created a common future and successfully helped participants to understand past situations clearly and factors related to the problem. Three key strategies emerged to enhance FDC staff capacity including 1) organising ongoing training workshops to enhance staff knowledge and skills needed to achieve effective work performance, 2) building teamwork and 3) developing staff morale for working.
36
McArthur, Brae Anne, Dillon Browne, Suzanne Tough, and Sheri Madigan. "Trajectories of screen use during early childhood: Predictors and associated behavior and learning outcomes." Computers in Human Behavior 113 (December 2020): 106501. http://dx.doi.org/10.1016/j.chb.2020.106501.
Full text
37
Nowell, Sallie W., Linda R. Watson, Elizabeth R. Crais, Grace T. Baranek, Richard A. Faldowski, and Lauren Turner-Brown. "Joint Attention and Sensory-Regulatory Features at 13 and 22 Months as Predictors of Preschool Language and Social-Communication Outcomes." Journal of Speech, Language, and Hearing Research 63, no. 9 (September 15, 2020): 3100–3116. http://dx.doi.org/10.1044/2020_jslhr-20-00036.
Full textAbstract:
Purpose The purpose of this study was to understand how joint attention and sensory-regulatory features are related in early childhood and predict language and social-communication outcomes in preschool in order to build mechanistic theories that can inform early intervention directed at improving these outcomes. Method Cross-lagged panel analysis models were used to examine the association between joint attention and sensory-regulatory features at 13 and 22 months of age in children ( n = 87) who were identified via community screening at 12 months as having a higher likelihood than the general population for being diagnosed with autism spectrum disorder. Results Significant concurrent correlations and predictive correlations were found between these constructs at 13 and 22 months. Joint attention skills at 13 months predicted both joint attention and sensory-regulatory features at 22 months. Distal language and social-communication outcomes at preschool age ( n = 48) were best predicted by sensory-regulatory features at 22 months. Conclusions Both joint attention and sensory regulation are important factors in the first and second years of life for impacting later preschool language and social-communication outcomes in this sample. These findings may have implications for future early childhood intervention research for children at a higher likelihood for autism spectrum disorder.
38
Straatmann, Viviane S., Anna Pearce, Steven Hope, Benjamin Barr, Margaret Whitehead, Catherine Law, and David Taylor-Robinson. "How well can poor child health and development be predicted by data collected in early childhood?" Journal of Epidemiology and Community Health 72, no. 12 (September 21, 2018): 1132–40. http://dx.doi.org/10.1136/jech-2018-211028.
Full textAbstract:
BackgroundIdentifying children at risk of poor developmental outcomes remains a challenge, but is important for better targeting children who may benefit from additional support. We explored whether data routinely collected in early life predict which children will have language disability, overweight/obesity or behavioural problems in later childhood.MethodsWe used data on 10 262 children from the UK Millennium Cohort Study (MCS) collected at 9 months, 3, and 11 years old. Outcomes assessed at age 11 years were language disability, overweight/obesity and socioemotional behavioural problems. We compared the discriminatory capacity of three models: (1) using data currently routinely collected around the time of birth; (2) Model 1 with additional data routinely collected at 3 years; (3) a statistically selected model developed using a larger set of early year’s risk factors for later child health outcomes, available in the MCS—but not all routinely collected.ResultsAt age 11, 6.7% of children had language disability, 26.9% overweight/obesity and 8.2% socioemotional behavioural problems. Model discrimination for language disability was moderate in all three models (area under the curve receiver-operator characteristic 0.71, 0.74 and 0.76, respectively). For overweight/obesity, it was poor in model 1 (0.66) and moderate for model 2 (0.73) and model 3 (0.73). Socioemotional behavioural problems were also identified with moderate discrimination in all models (0.71; 0.77; 0.79, respectively).ConclusionLanguage disability, socioemotional behavioural problems and overweight/obesity in UK children aged 11 years are common and can be predicted with moderate discrimination using data routinely collected in the first 3 years of life.
39
Gavidia-Payne, Susana, Katherine Meddis, and Nicole Mahar. "Correlates of child and family outcomes in an Australian community-based early childhood intervention program." Journal of Intellectual and Developmental Disability 40, no. 1 (December 10, 2014): 57–67. http://dx.doi.org/10.3109/13668250.2014.983056.
Full text
40
Kupisch, Tanja, and Jason Rothman. "Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers." International Journal of Bilingualism 22, no. 5 (June 22, 2016): 564–82. http://dx.doi.org/10.1177/1367006916654355.
Full textAbstract:
This paper integrates research on child simultaneous bilingual acquisition more directly into the heritage language acquisition literature. The child simultaneous bilingual literature mostly focuses on development in childhood, whereas heritage speakers are often tested at an endstate in adulthood. However, insights from child simultaneous bilingual acquisition must be considered in heritage language acquisition theorizing precisely because many heritage speakers demonstrate the adult outcomes of child simultaneous bilingual acquisition. Data from child simultaneous bilingual acquisition raises serious questions for the construct of incomplete acquisition, a term broadly used in heritage language acquisition studies to describe almost any difference heritage speakers display from baseline controls (usually monolinguals). We offer an epistemological discussion related to incomplete acquisition, highlighting the descriptive and theoretical inaccuracy of the term. We focus our discussion on two of several possible causal factors that contribute to variable competence outcomes in adult heritage speakers: input and formal instruction in the heritage language. We conclude by offering alternative terminology for heritage speaker outcomes.
41
García-Carrión, Rocío, and Lourdes Villardón-Gallego. "Dialogue and Interaction in Early Childhood Education: A Systematic Review." Multidisciplinary Journal of Educational Research 6, no. 1 (February 14, 2016): 51. http://dx.doi.org/10.17583/remie.2016.1919.
Full textAbstract:
<p>There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review. </p>
42
Ross, Malcolm. "Diagnosing Contact Processes from their Outcomes: The Importance of Life Stages." Journal of Language Contact 6, no. 1 (2013): 5–47. http://dx.doi.org/10.1163/19552629-006001002.
Full textAbstract:
This paper addresses the questions, Do bilingually induced and shift-induced change have different outcomes? If they do, can these differences assist us in reconstructing the prehistoric past, specifically the linguistic prehistory of the (smallscale neolithic) societies of Melanesia. A key to better interpreting differences in the outputs of contact-induced change is to understand how such change in smallscale societies actually occurs. I argue that it is important to know the life-stage loci of change. I suggest that language shift has two life-stage loci, one in early childhood, where evidence of shift, if any, is restricted to specialist lexicon, and one in adulthood. Adult language shift appears to have been rare in Melanesia. I also suggest that bilingually induced change, which entails the syntactic restructuring of one’s heritage language on the model of a second language, takes place among preadolescent children–a claim which is supported by various kinds of evidence. This understanding helps us in turn to interpret the outcomes of contact-induced change and to infer prehistoric events, since adult second-language learning typically leads to simplification, whilst childhood language learning may lead to an increase in complexity.
43
Lewis, Barbara A., Lisa Freebairn, Jessica Tag, Robert P. Igo, Allison Ciesla, Sudha K. Iyengar, Catherine M. Stein, and H. Gerry Taylor. "Differential Long-Term Outcomes for Individuals With Histories of Preschool Speech Sound Disorders." American Journal of Speech-Language Pathology 28, no. 4 (November 19, 2019): 1582–96. http://dx.doi.org/10.1044/2019_ajslp-18-0247.
Full textAbstract:
Purpose The goal of this study was to determine whether adolescent outcomes for individuals with histories of early speech sound disorders (SSD) could be differentiated by speech and language skills at earlier ages (preschool, 4–6 years, and school age, 7–10 years). Method The study used a retrospective longitudinal design. Participants with and without histories of early SSD were classified in adolescence as having no SSD, resolved SSD, low multisyllabic word (MSW; difficulty with MSW repetition but no errors in conversational speech), or persistent speech disorders (errors in both conversational speech and MSW repetition). Analysis of variance was employed to determine whether early speech, language, and literacy skills distinguished these adolescent outcome groups. Results Preschool and school-age skills differed for adolescents whose SSD had resolved from those who had persistent speech errors. Adolescents with errors solely in production of MSWs (Low MSW) did not differ in early speech and language skills from adolescents who had difficulty with both MSWs and persistent errors in conversation. Conclusions Speech and language assessments earlier in childhood can help establish risks for persistent SSD and other language and literacy difficulties in adolescence. Early identification of these clinically relevant subgroups of SSD may allow for early targeted interventions. Supplemental Material https://doi.org/10.23641/asha.9932279
44
Wolff, Kenya, and Alicia Stapp. "Investigating Early Childhood Teachers’ Perceptions of a Preschool Yoga Program." SAGE Open 9, no. 1 (January 2019): 215824401882175. http://dx.doi.org/10.1177/2158244018821758.
Full textAbstract:
Yoga for young children has become a growing area of interest in early childhood settings across the United States. Evidence suggests that yoga has the ability to improve young children’s physical development, executive functioning, self-regulation, and can aid in decreasing stress and anxiety. While the scope of research on yoga for young children has primarily focused on the experiences and outcomes of the children who participate, far less is known about the experiences and perceptions of teachers who have engaged in such programs with their students. This study utilized a qualitative case study to investigate teachers’ perceptions of yoga in a school setting. It took place at a laboratory preschool in North Mississippi over the course of 6 months from January to June 2017. A variety of qualitative research methods were employed to garner data including semi-structured interviews, classroom visits, and observations of weekly yoga classes. Findings from the study revealed teachers perceive the benefits of yoga to be increased physical development, self-regulation, and socioemotional skills, along with behavioral and cognitive benefits in the classroom. In addition, teacher buy-in was found to be critical to program success, as the teachers who perceived yoga positively were more willing to incorporate it into their classroom, thus extending its benefits. Of particular interest were reports by preschool teachers of students who continued to use yoga in their daily lives and retain many of the skills learned in yoga even months after they had taken yoga classes.
45
Piasta, Shayne B., Kristin S. Farley, Susan A. Mauck, Pamela Soto Ramirez, Rachel E. Schachter, Ann A. O'Connell, Laura M. Justice, Caitlin F. Spear, and Melissa Weber-Mayrer. "At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes." Journal of Educational Psychology 112, no. 2 (February 2020): 329–43. http://dx.doi.org/10.1037/edu0000380.
Full text
46
Gullo, Dominic F. "Improving Instructional Practices, Policies, and Student Outcomes for Early Childhood Language and Literacy Through Data-Driven Decision Making." Early Childhood Education Journal 41, no. 6 (March 2, 2013): 413–21. http://dx.doi.org/10.1007/s10643-013-0581-x.
Full text
47
Fisher, Jane, Tuan Tran, Stanley Luchters, Thach D. Tran, David B. Hipgrave, Sarah Hanieh, Ha Tran, et al. "Addressing multiple modifiable risks through structured community-based Learning Clubs to improve maternal and infant health and infant development in rural Vietnam: protocol for a parallel group cluster randomised controlled trial." BMJ Open 8, no. 7 (July 2018): e023539. http://dx.doi.org/10.1136/bmjopen-2018-023539.
Full textAbstract:
IntroductionOptimal early childhood development is an international priority. Risks during pregnancy and early childhood have lasting effects because growth is rapid. We will test whether a complex intervention addressing multiple modifiable risks: maternal nutrition, mental health, parenting capabilities, infant health and development and gender-based violence, is effective in reducing deficient cognitive development among children aged two in rural Vietnam.Methods and analysisThe Learning Clubs intervention is a structured programme combining perinatal stage-specific information, learning activities and social support. It comprises 20 modules, in 19 accessible, facilitated groups for women at a community centre and one home visit. Evidence-informed content is from interventions to address each risk tested in randomised controlled trials in other resource-constrained settings. Content has been translated and culturally adapted for Vietnam and acceptability and feasibility established in pilot testing.We will conduct a two-arm parallel-group cluster-randomised controlled trial, with the commune as clustering unit. An independent statistician will select 84/112 communes in Ha Nam Province and randomly assign 42 to the control arm providing usual care and 42 to the intervention arm. In total, 1008 pregnant women (12 per commune) from 84 clusters are needed to detect a difference in the primary outcome (Bayley Scales of Infant and Toddler Development Cognitive Score <1 SD below standardised norm for 2 years of age) of 15% in the control and 8% in the intervention arms, with 80% power, significance 0.05 and intracluster correlation coefficient 0.03.Ethics and disseminationMonash University Human Research Ethics Committee (Certificate Number 20160683), Melbourne, Victoria, Australia and the Institutional Review Board of the Hanoi School of Public Health (Certificate Number 017-377IDD- YTCC), Hanoi, Vietnam have approved the trial. Results will be disseminated through a comprehensive multistranded dissemination strategy including peer-reviewed publications, national and international conference presentations, seminars and technical and lay language reports.Trial registration numberACTRN12617000442303; Pre-results.
48
Foster, E. Michael, and Jade V. Marcus Jenkins. "Does Participation in Music and Performing Arts Influence Child Development?" American Educational Research Journal 54, no. 3 (June 2017): 399–443. http://dx.doi.org/10.3102/0002831217701830.
Full textAbstract:
This article reconsiders the association between childhood arts participation and cognitive and developmental outcomes. Using data from a large, nationally representative sample with extensive covariates, we employ propensity score weighting to adjust comparisons of children who do and do not participate in arts education (music and performing arts lessons) to address potential confounding from selection into arts education. We examine a broad range of outcomes in adolescence and early adulthood (e.g., GPA, self-esteem, college attendance). Our results show that selection into arts education is at least as strong as any direct effect on outcomes, providing no support for the causal associations between arts participation and cognitive outcomes. We do find that arts education increases arts engagement during young adulthood.
49
Rescorla, Leslie. "Language and Reading Outcomes to Age 9 in Late-Talking Toddlers." Journal of Speech, Language, and Hearing Research 45, no. 2 (April 2002): 360–71. http://dx.doi.org/10.1044/1092-4388(2002/028).
Full textAbstract:
Language and reading outcomes at 6 to 9 years of age were examined in a sample of 34 children who were late talkers as toddlers. The late talkers, who all had normal nonverbal ability and age-adequate receptive language at intake, were compared to a group of 25 typically developing children matched at intake (24 to 31 months) on age, socioeconomic status, and nonverbal ability. Late talkers performed in the average range on most language tasks by age 5. However, they had significantly poorer scores on most language measures through age 9. The groups did not differ in reading skills at age 6 or 7, but the late talkers were slightly less skilled in reading at ages 8 and 9. Findings suggest that slow early language development reflects a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into middle childhood.
50
Larson, Anne L., Tyson S. Barrett, and Scott R. McConnell. "Exploring Early Childhood Language Environments: A Comparison of Language Use, Exposure, and Interactions in the Home and Childcare Settings." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 706–19. http://dx.doi.org/10.1044/2019_lshss-19-00066.
Full textAbstract:
Purpose This study was conducted in a large Midwestern metropolitan area to examine the language environments at home and in center-based childcare for young children who are living in poverty. We compared child language use and exposure in the home and childcare settings using extended observations with automated Language Environment Analysis to gain a deeper understanding of the environmental factors that may affect change in language outcomes for young children. Method Thirty-eight children, along with parents ( n = 38) and childcare providers ( n = 14) across five childcare centers, participated in this study. Each child completed a standardized language assessment and two daylong recordings with Language Environment Analysis to determine the number of adult words, conversational turns, and child vocalizations that occurred in each setting. Data were analyzed at 5-min intervals across each recording. Results Comparisons between home recordings in this sample and a comparison group showed reliably higher rates of adult words and conversational turns in the home setting. Linear mixed-effects regression models showed significant differences in the child language environments, with the home setting providing higher levels of language input and use. These effects were still meaningful after accounting for the time of day, participant demographic characteristics, and child language ability. Conclusions Practical implications for supporting child language development across settings are discussed, and suggestions for further research are provided. Supplemental Material https://doi.org/10.23641/asha.12042678