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1.
This study examined parent–child math talk within three contexts (formal learning; guided play; unguided play) in order to identify characteristics of activities supporting high-quality math engagement. Seventy-two dyads of parents and 4- and 5-year-olds were observed using a set of toy foods; instructions and materials varied across conditions. Parents and children engaged in the most math talk in formal learning; guided play also yielded more math talk than unguided play. Parents rated the formal learning and guided play activities as equally supportive of math learning, but rated the guided play activity as more enjoyable than the formal learning activity. The findings have implications for how parents should be encouraged to support preschoolers’ math learning. 相似文献
2.
Spatial thinking, an important component of cognition, supports academic achievement and daily activities (e.g., learning science and math; using maps). Better spatial skills are correlated with more spatial play and more parental attention to spatial concepts. Tested here was whether informing mothers about spatial thinking and ways to encourage it would increase the spatial guidance they provide to their preschool children (N = 41; M = 5.23 years) during dyadic block play. Mothers given such instructions indeed produced more spatial language and spatial guidance than mothers asked to play as usual. In instructed dyads, children also used more spatial language; both mothers and children engaged in less pretend play. Findings offer support for designing interventions to encourage parents to foster their children's spatial skills. 相似文献
3.
Erinn Hanner Emily J. Braham Leanne Elliott Melissa E. Libertus 《Mind, Brain, and Education》2019,13(2):110-118
Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children. 相似文献
4.
Kelly R. Fisher Kathy Hirsh‐Pasek Nora Newcombe Roberta M. Golinkoff 《Child development》2013,84(6):1872-1878
Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child‐centered, playful learning programs facilitate learning more than other methods, 4‐ to 5‐year‐old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate “sense‐making,” such as guided play, undergird shape learning. 相似文献
5.
Sarah N. Harper Janette Pelletier 《International Journal of Early Years Education》2010,18(2):123-141
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning. 相似文献
6.
Janet Lees Joy Stackhouse Gordon Grant 《Journal of Research in Special Educational Needs》2009,9(2):91-99
Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England.
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities. 相似文献
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities. 相似文献
7.
The Association between Language and Symbolic Play at Two Years: Evidence from Deaf Toddlers 总被引：2，自引：0，他引：2
Patricia Elizabeth Spencer 《Child development》1996,67(3):867-876
The association between expressive language and symbolic play was investigated in 3 groups of 2-year-olds: deaf children with hearing parents (dH), deaf children with deaf parents (dD), and hearing children with hearing parents (hH). (Each group included 6 girls and 4 boys.) 3 language-level groups were defined. The highest group was well into the vocabulary "explosion" and frequently produced multiword/sign utterances; a middle group was beginning the period of vocabulary expansion and occasionally produced utterances of more than 1 word/sign; a third group produced single word/sign utterances only, and had a limited vocabulary. Hearing status was associated with duration of symbolic play (deaf > hearing). Higher language levels were associated with more canonically sequenced and preplanned play, even when language delays were due to exogenous factors. 相似文献
8.
The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (dTD = 0.337, dTS = 0.758) than in the free play group (dTD = 0.224, dTS = 0.158). 相似文献
9.
This study explores the themes in the talk of two mothers and daughters as they share a self‐created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent–child exchanges. A deductive–inductive thematic analysis identified three recurring themes in the parent–child talk: realistic fiction, scaffolding variations, and engaged players and objects of ‘play’. The themes suggested that Vygotsky's theory has particular relevance in exploring the learning processes facilitated by the iPad app. In addition, however, post‐Vygotskian theoretical frameworks were helpful in capturing the dynamic co‐construction of the authentic and multimedia stories parents and children shared. 相似文献
10.
Sean Neill 《教育心理学》1982,2(2):103-119
The influence of short‐term alterations in the visual and acoustic characteristics of a preschool playroom on the behaviour of children and staff was observed. Daily changes were made on a random schedule between four conditions; screens only, carpets only, screen and carpets and bare room without either screens or carpets. The aim was to see whether the alterations affected the time children and staff spent in a range of behaviours whose educational value could be assessed from previous studies. A scan method of observation was used. Both screens and carpeting were expected to increase educationally valuable behaviour by staff and children. Staff produced significantly more educational and social talk to children in the carpeted conditions. Staff and children spent more time in adult‐child social and educational groups in the carpets and screens condition. Screens discouraged some ‘medium involvement’ educational activities and encouraged ‘miscellaneous’ non‐educational activities. Though these differences were statistically significant, their absolute sizes were small. This appears to be due to the child‐centred orientation of preschool staff, who aimed to provide a stable environment with free choice of activities under all conditions. 相似文献
11.
3-6、7岁是学前儿童空间能力发展非常重要的时期。丰富的空间信息加工经验,能够促进与空间思维相关的神经回路的建立,为儿童空间能力的发展奠定生理基础,使儿童对空间智力活动感兴趣,减少空间能力的性别差异。在这一时期,为儿童提供有语言指导的建构类、设计类、地图类游戏,鼓励儿童运用与空间思维相伴随的手部动作帮助其解决问题,允许儿童进行自由的感知运动活动,增加动画片和儿童书籍中与空间智力活动有关的内容,都是促进学前儿童空间能力发展的较为有效的方法和途径。 相似文献
12.
《Journal of Education for Students Placed at Risk》2013,18(3):291-296
This study tested the feasibility of an intervention designed to increase the frequency and quality of shared reading among low-income parents and their young, 2- and 3-year-old children. The program was based on an interactive reading method known to facilitate children's receptive and expressive language skills. Study participants were 61 children and their parents; they resided in 1 of 2 socioeconomically disadvantaged communities. Prior to the intervention, few parents reported frequent home reading, and most children's language skills were at or below that of others' their age. After the intervention, the frequency of home reading more than doubled, and significantly more parents reported their children enjoyed shared reading. This study demonstrates that relatively simple, inexpensive, community-based programs can change the home language and literacy activities of families with young children, including those most likely to begin school less "ready" than their middle-class peers. 相似文献
13.
Roberta Corrigan 《Reading and writing》2011,24(7):749-771
There are individual differences in the amount and type of vocabulary that adults produce to young children in the home environment before the children enter school. How many words a mother knows is a significant predictor of a child??s vocabulary. The current study addressed the question of whether there were individual differences in the amount and type of vocabulary that pre-service teachers produced in their first read-aloud lessons to first and second grade students. Specifically, would pre-service teachers with higher vocabulary scores differ from those with lower vocabulary scores in their choice of books to read and in the language they used to discuss the books? Results indicated that pre-service teachers with more advanced vocabulary scores chose books with more vocabulary diversity and sophistication. When they chose narrative texts, they also chose books that were more difficult in terms of their semantic cohesion. Both the receptive vocabulary of pre-service teachers and the language in the books that they chose had an effect on the ??teacher talk?? that they used in the lesson surrounding the book reading. Just as parents show individual differences in the richness of the language input provided to their children before they enter school, pre-service teachers own knowledge of language varies, and this influences the linguistic input that they provide to their students. 相似文献
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Research Findings: We present 3 studies that focused on preschoolers’ electronic book (e-book) reading in different contexts aimed at supporting children’s early literacy. In Study 1 we researched the impact of children’s age and number of independent readings on phonological awareness and word reading. We found that all age groups benefited from e-book reading, and 5 readings benefited most skills better than 3. In Study 2 we investigated (a) parents’ behavior during joint e-book reading with their children compared to joint printed book reading and (b) parental mediation in joint reading of a considerate e-book compared to joint reading of an inconsiderate e-book. The joint printed book reading yielded more expanding talk than the joint e-book reading, and reading the considerate e-book yielded higher expanding talk than reading the inconsiderate e-book. In Study 3 we compared adult support in joint e-book reading to joint printed book reading and compared both readings to children’s independent e-book reading. Reading the e-book with adult support assisted children in progressing in phonological awareness and word reading compared to other group reading. Practice or Policy: Well-designed e-books may serve as good tools to support children’s early literacy, and when parents or educators read them with children, children’s progress is enhanced. We recommend that these findings be taken into account by e-book designers, policymakers, teachers, and parents. 相似文献
16.
Because the child's world is a world of action and activity, play therapy provides the psychologist in elementary‐school settings with an opportunity to enter the child's world. In the play therapy relationship, toys are like the child's words and play is the child's language. Therefore, children play out their problems, experiences, concerns, and feelings in a manner that is similar to the process of talk therapy. This article provides practical information for developing a play therapy program, a discussion of the skills needed by the psychologist, how to involve parents and teachers in the treatment process, and a review of impressive effect sizes found in play therapy research studies. © 2009 Wiley Periodicals, Inc. 相似文献
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Thirty-seven mothers and fathers were observed in their homes interacting with their 2- and 4-year-old-children at Time 1 and 2 years later. Parental mental state talk to children varied as a function of children's age, the context in which talk occurred, and the gender of the parent. Four-year-old children, with an older sibling, produced and heard more cognitive talk and less desire talk than children without an older sibling. Cognitive and feeling talk by family members at Time 1 predicted change in younger children's cognitive and feeling talk (respectively) 2 years later, after controlling for initial levels of younger children's talk and general language ability. Findings are discussed in the context of theory of mind understanding and family talk about the mind. 相似文献
19.
Twenty‐two primary school children, aged 6–12 years, who were experiencing significant reading difficulties, were allocated to one of two parent‐instruction treatment conditions according to the parent’s preference. The treatments were based upon learning‐theory principles, and were aimed at teaching the parents optimal ways of helping their child learn to read. One condition involved the parent and child being seen individually by the therapist twice a week over five weeks. The other condition involved the parents meeting as a group for three weekly sessions, and then as a group with their children for the final two sessions. The same learning‐theory principles were taught in both treatment conditions. Seven children who were awaiting treatment provided waiting‐list control data over a five‐week period. Outcome measures of the children’s reading level and reading self‐concept, and the parents’ stress levels during reading‐time showed significant improvements for those in the individual treatment condition, and this improvement was maintained at a follow‐up after two months. While there were some gains for those in the group treatment condition, these were not maintained by the two‐month follow‐up. 相似文献
20.
Paul C. Burnett 《教育心理学》1996,16(1):57-67
A sample of 675 elementary school children in Grades 3‐7 were administered the Self‐talk Inventory and the Significant Others’ Statements Inventory. The psychometric properties of both scales were investigated and the relationships between positive and negative self‐talk and significant others’ (parents, teachers, siblings and peers) positive and negative statements were explored using correlational and multiple regression analyses. Sex and age differences were also examined. The significant relationships and differences are described. 相似文献