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1.
H. Oldman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):97-100
A sample of spontaneous speech by unselected children engaged in normal nursery activities was examined for developmental features, and for the effect on language of different interpersonal situations. Using a unit of measurement based on the length of the major clause, the predicate unit, an analysis of the sample showed that length of clause was associated closely with increasing age but insignificantly with socio‐economic status. A second measure, utterance length, was used to measure communication flow and this showed that certain adult‐dominated conversational styles which reduced the child to a respondent position, markedly restricted the length of the child's utterances, while other types of adult/child communication facilitated fluent speech. Although immature constructions appeared in a decreasing proportion of the predicate units of children from all backgrounds as the age of the children advanced, colloquial omission of subject and verb auxiliary persisted more strongly in the speech of working‐class children and this might cause some initial difficulty in learning to read and write the extended form of standardized English text which would be alien to their normal speech in many of the commonest constructions. 相似文献
2.
《Early childhood research quarterly》1996,11(3):405-424
This study investigated the instructional strategies mothers used when interacting with their child on a concept-learning task and the effect of this interaction on subsequent independent child performance. Also investigated was whether mothers' behaviors and perceptions differed depending on the child's age, task difficulty, or the child's needs for assistance. Sixty 3- and 5-year-old children participated in a three-phase sequence of tasks that required the matching of opposite concepts. The pretest and posttest phases were identical for all children, but during the second phase half the children completed the tasks with their mothers and half continued to work independently. During each phase, children received both an easy and a difficult version of the task. Children who interacted with their mothers matched more concepts correctly on the posttest and gave more correct explanations for their matches than children who worked independently. Mothers of 3-year-olds provided more assistance than mothers of 5-year-olds, and mothers provided higher levels of assistance on the difficult task than on the easy task. Most mothers were sensitive to their child's needs in that the instructional strategies they adopted throughout the interaction were appropriately modified in response to their child's successes and failures. There was some evidence that individual differences in maternal sensitivity were related to variations in children's independent performance. Mothers' perceptions of the task, of their child's needs for assistance, and of their own role in the interaction were related to their overt behaviors. Intervention programs aimed at fostering parents' skills in interacting with their children should emphasize the importance of scaffolded instruction tuned to the child's capabilities. 相似文献
3.
Ed Elbers 《International Journal of Disability, Development & Education》2004,51(2):201-215
Developmental research and educational practice involve conversations between children and adults. The conversational aspects of these situations have rarely been occasions for reflection. Discrepancies between the child's expectations and the adult's intentions can lead to misunderstanding, for example, at school or during a research interview. Communication can only succeed when the interlocutors agree about the ground rules relevant to the situation. When researchers and educators communicate with children, it is advisable that they understand the children's perspective on the interaction. In this article I argue that analysing adult‐child and child‐child interactions are particularly informative for shedding light on children's perspectives. Methodological aspects of interaction research are discussed. An overview of my research shows that, by clarifying the rules and conventions of the interaction, adults may help children to perform successfully. My interaction studies of pretend play and of students' discussions at school demonstrate that children reflect on the rules of interaction and make efforts to construct the communication tools they need for participating as competent partners in interactions with others. 相似文献
4.
Development of speech and language is rapid in early years, yet if developmental problems in speech and language are not addressed they are likely to continue and impact negatively on a child's overall development and their life trajectory. Children who have experienced abuse and or neglect are particularly vulnerable. The aim of this study was to develop a tool to assist in identifying a child's need for assessment by a speech pathologist so that there could be early identification of problems. A culturally sensitive tool was developed to be completed by the child's carer included questions on language, speech and hearing, voice, fluency, understanding sentences, vocabulary and expression. Sixty-five children aged between 4 and 8 years, who had experienced abuse and/or neglect participated in the study. Fourteen percent were Aboriginal. A speech pathologist undertook an assessment for each child and the results were compared with the information on the Small Talk tool. The Tool was found to be high in sensitivity but low in specificity, requiring further refinement. However, it has the potential to assist non speech pathologists to identify a child's need for speech and language assessment with the findings identifying the Tool as promising practice. 相似文献
5.
Caroline Cohrssen Amelia Church Collette Tayler 《International Journal of Early Years Education》2014,22(2):169-183
This paper describes how early childhood teachers' incorporation of pauses raises the quality of talk-in-interaction during play-based mathematics activities. Responses of both children and teachers are shown to be more contingent and expansive when conversations include protracted pauses than during interactions in which pauses are largely absent. Pauses provided children with opportunities to initiate topics and facilitated more equitable access to discourse moves for children. By pausing before responding to a child's conversational gambit, teachers gained opportunities to assess children's demonstrated numeracy-related skills and understanding, and could thus provide authentic, individualised scaffolding. Pauses were not necessarily silent: a pause in an interaction with one child could be used strategically to model the learning interaction with a second child before returning to the first child in order to continue the discourse sequence. 相似文献
6.
Learning about letters, and how they differ from pictures, is one important aspect of a young child??s print awareness. To test the hypothesis that parent speech provides children with information about these differences, we studied parent?Cchild conversations in CHILDES (MacWhinney, 2000). We found that parents talk to their young children about letters, differentiating them from pictures, by 1?C2?years of age and that some of these conversational patterns change across the preschool years in ways that emphasize important features of letters, such as their shape. We also found that children talk about letters and pictures in distinct ways, suggesting an implicit understanding of some of the differences between letters and pictures at an early age. Some differences in parent?Cchild conversations about letters were found as a function of socioeconomic status: Lower SES families appeared to focus more on alphabetic order than higher SES families. The general letter knowledge expressed in these conversations suggests that everyday interactions are an important component of the home literacy environment and that they differ, in some respects, as a function of child age and family background. 相似文献
7.
8.
Yvonne Anders Pam Sammons Brenda Taggart Kathy Sylva Edward Melhuish Iram Siraj‐Blatchford 《British Educational Research Journal》2011,37(3):421-441
The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group. 相似文献
9.
B.H. Kniveton 《Learning, Media and Technology》1976,2(2):45-48
Studies which purport to demonstrate the adverse effects of television on the behaviour and moral standards of young people are consistent in that they refer to the media in isolation. It is frequently forgotten that television is merely one of many cues available to the child. Parents, peers and the demand characteristics of situations are more important as determiners of our social behaviour.
Experimental studies have demonstrated, however, that some children are more prone to be influenced by television than others, variables such as intelligence and the lack of a specific competence being of importance. Experiments are discussed which demonstrate that the extent of a child's pre‐experience affects the amount he is influenced by filmed models, and also that working‐class children are more influenced than their middle‐class counterparts because of their more limited experiences. It is suggested that a child's experiences “innoculate” him against the influence of television. Studies which show that children from relatively deprived home backgrounds are less able to fantasise and therefore are more vulnerable to the impact of television support the idea that the more deprived the child's own environment the greater the impact of television. 相似文献
10.
This study investigated changes in the production of temporal terms over the preschool years. Ninety-three parents of 3-, 4- and 5-year-old children completed a questionnaire in which they indicated their child's production, and accurate use, of a list of temporal words. The results suggest that use and command emerge at different ages for different terms. Correlation and difference analyses were conducted to document the pattern of development. Words representing the present (e.g., now) and very general temporal terms (e.g., ‘later’) were produced and used accurately by the majority of even the youngest children. Some terms describing specific timeframes (e.g., ‘yesterday’) were also produced from a young age but demonstrated more gradual acquisition of appropriate use across the preschool years. Other terms appeared in children's vocabularies only later in the preschool years, and were inaccurately used even by the oldest children (e.g., ‘hours’). These findings provide an initial survey of reported child competence with temporal words that has implications for research, education, and judicial contexts. 相似文献
11.
《Child abuse & neglect》2014,38(12):2033-2043
Although poor parenting is known to be closely linked to self-regulation difficulties in early childhood, comparatively little is understood about the role of other risk factors in the early caregiving environment (such as a parent's own experiences of childhood abuse) in developmental pathways of self-regulation into adolescence. Using a longitudinal design, this study aimed to examine how a mother's history of abuse in childhood relates to her offspring's self-regulation difficulties in preadolescence. Maternal controlling parenting and exposure to intimate partner aggression in the child's first 24–36 months were examined as important early social and environmental influences that may explain the proposed connection between maternal abuse history and preadolescent self-regulation. An ethnically diverse sample of mothers (N = 488) who were identified as at-risk for child maltreatment was recruited at the time of their children's birth. Mothers and their children were assessed annually from the child's birth through 36 months, and at age 9–11 years. Structural equation modeling and bootstrap tests of indirect effects were conducted to address the study aims. Findings indicated that maternal abuse history indirectly predicted their children's self-regulation difficulties in preadolescence mainly through maternal controlling parenting in early childhood, but not through maternal exposure to aggression by an intimate partner. Maternal history of childhood abuse and maternal controlling parenting in her child's early life may have long-term developmental implications for child self-regulation. 相似文献
12.
Celia Harding Candace Wade Kirsty Harrison 《Journal of Research in Special Educational Needs》2013,13(4):242-250
Mealtimes are identified as an important learning environment where socialisation and language development takes place. Caregivers can facilitate the structure of a child's learning in the mealtime setting. The aim of this study was to gain an understanding about the nature of communication in a normal population during mealtimes. This is important to help understanding about the nature of communication and interaction in children with disabilities during mealtimes. Participants were six typically developing preschool children aged from 8 months to 3;05 years. Caregivers of the children supported their child having a typical meal at home. Each mother–child dyad was video‐recorded by the researchers during a typical meal for up to 30 minutes. Each recording was transcribed by the researchers, and specific communicative features were counted and coded; caregiver comments about appropriate mealtime behaviour, child verbal and nonverbal initiation, caregiver questions and comments about meal enjoyment, caregiver praise of child, and caregiver repetition to coax feeding. A caregiver questionnaire was also completed to obtain information about the child's feeding, any early history of feeding difficulties and typical mealtime routine. The results indicated that the most considerable difference were between the dyads who had reported early feeding difficulties and those who had not reported any. Carers who supported children who had a history of early feeding difficulties used more language to manage and guide the child's behaviour during the mealtime. Caregivers who reported early feeding difficulties appeared to be more concerned with how their child was presenting at the meal (i.e., appropriate behaviour and meal enjoyment). This information has important implications for supporting children with complex needs during mealtimes. 相似文献
13.
Child maltreatment is a public health problem worldwide, and China is no exception. However, the pattern of child maltreatment remains unknown, including whether the gender of children and their parents has an impact on the occurrence of maltreatment. This study aims at examining the rates and frequency of child maltreatment, including physical abuse, psychological abuse and neglect perpetrated by mothers and fathers. We also test whether the interaction between parents’ gender and their child's gender affects the occurrence of child maltreatment in China. 997 children from the China Jintan Child Cohort Study participated in the present study and reported their maltreatment experience perpetrated by their mothers and fathers using the questionnaire, Parent–Child Conflict Tactics Scale (CTSPC_CA). Generalized linear model analyses show that boys were more likely than girls to report physical abuse, and, in particular, boys were more likely than girls to be physically abused by their fathers. On the other hand, mothers were more likely than fathers to exhibit psychological aggression and use corporal punishment for both boys and girls. There was no difference based on the child's or parent's gender in the occurrence of neglect. The findings present empirical evidence that enhances the understanding of the pattern of child maltreatment in China, provide implications for social workers and health professionals to identify children at risk of child maltreatment, and shed light on future research studies. 相似文献
14.
Entrance to Primary School seems to be one of the most difficult and important changes in early childhood education. In this study it is examined the extent to which the differences between home or nursery school and primary school may cause difficulties to children in their psychological adjustment to the first grade of schooling. It is also investigated to see if some pedagogical strategies can make smoother the child's transition to school. The research was conducted in Greece during the period 1992–1993. Subjects were 75 nursery teachers, 566 first grade primary school teachers and 566 parents with first grade children. All subjects completed a questionnaire in which they evaluated the differences between home and primary school and between nursery school and primary school, as well as some pedagogical strategies. The results are presented in the tables I-IV. It seems that the differences between the environment in which the child lives before school and the primary school environment are so different that entrance to school is problematic for the child's adjustment. Some pedagogical strategies, however, may make smoother the children's passing from pre-school to school. 相似文献
15.
The majority of U.S. parents spank their children, often beginning when their children are very young. We examined families (N = 2,788) who participated in a longitudinal community-based study of new births in urban areas. Prospective analyses examined whether spanking by the child's mother, father, or mother's current partner when the child was 1-year-old was associated with household CPS involvement between age 1 and age 5. Results indicated that 30% of 1-year-olds were spanked at least once in the past month. Spanking at age 1 was associated with increased odds of subsequent CPS involvement (adjusted odds ratio = 1.36, 95% CI [1.08, 1.71], p < .01). When compared to non-spanked children, there was a 33% greater probability of subsequent CPS involvement for children who were spanked at age 1. Given the undesirable consequences of spanking children and a lack of empirical evidence to suggest positive effects of physical punishment, professionals who work with families should counsel parents not to spank infants and toddlers. For optimal benefits, efforts to educate parents regarding alternative forms of discipline should begin during the child's first year of life. 相似文献
16.
《Early education and development》2013,24(2):163-190
The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work. 相似文献
17.
Collette Tayler 《European Journal of Education》2015,50(2):160-174
Learning in the earliest stage of life — the infancy, toddlerhood and preschool period — is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience in this early phase of life is at the heart of ‘Learning to Be’ in any society. This article reviews early learning studies aimed at understanding children's personal, intellectual and social development, and promoting that development. Particular reference is made to attachment and attention, the process of self-regulation, and the adult-child engagement strategies that advance the child's receptive and expressive language: these all exercise substantial influence on early childhood learning and child development outcomes over time. The selected research studies variously highlight the development of infants, toddlers, and young children in kindergarten and the early years of school, and how children make sense of their environments as social, learning and unique human beings. Both the home learning environment and early childhood education programmes are important in children's development. This article argues for high-quality early childhood experience and giving attention to the engagement role of adults in advancing young children's development, minimising the risk of poor development and supporting positive long-lasting personal, academic and social benefits. In this early phase of life, in the words of Jacques Delors: ‘… none of the talents which are hidden like buried treasure in every person must be left untapped’. (Delors et al. 1996, p. 23). 相似文献
18.
Marida Ergazaki Eftychia Valanidou Maria-Christina Kasimati Mara Kalantzi 《International Journal of Science Education》2013,35(18):3118-3142
This paper reports on a mixed-model case study of designing and implementing a constructivist teaching intervention about reproduction and physical family resemblance for young children. The objective of the study was to explore whether the ways that preschoolers reason about the resemblance between offspring and parents can be improved with a teaching intervention that introduces a rudimentary idea of genes through reproduction. The participants were 60 preschoolers (age 5–5.5 years) from public kindergartens of Patras. The qualitative analysis of their pre- and post semi-structured interviews showed a remarkable improvement in their reasoning, which was found to be statistically significant as well. After the three-part teaching intervention, children appeared to recognize the biological contribution of both parents to a child's creation. Moreover, most of them appeared able to attribute a child's species and body traits to the parental genes passed to the child through reproduction and not to the parents’ or child's intention. 相似文献
19.
Research Findings: This study examined whether the communicative behaviors of preschoolers during shared-reading interactions differ according to child age or parent gender. Twenty Italian preschoolers (from 3.1 to 5.11 years) were observed during book reading with each parent separately. Communicative behaviors were analyzed according to the speech act theory. The findings showed that older children produced significantly more requests with fathers than with mothers but significantly more assertions with mothers than with fathers. Sequential analysis showed that only the fathers' reading utterances were significantly followed by older children's requests. These results suggest that older children adjusted their communicative functions to elicit richer conversations from their fathers. Practice or Policy: These findings have implications for the assessment and support of preschoolers' conversational skills. 相似文献
20.
《Early education and development》2013,24(2):131-146
Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the ‘day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed. 相似文献