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Lisanne Jilink Ruben Fukkink Sanne Huijbregts 《Journal of Early Childhood Teacher Education》2013,34(4):278-292
ABSTRACTResearch has demonstrated that teachers working in early childhood education and care (ECEC) are proficient in offering emotional support to young children, but markedly weaker when it comes to instructional support. We conducted a controlled experimental study in the Netherlands, to investigate the effects of targeted in-service training on improving teachers’ instructional support. Teachers (N = 72) were randomly assigned to four conditions: an intensive early childhood education (ECE) training (N = 17), video interaction guidance (VIG) (N = 16), a combination of both training programs (N = 18), or a control condition with no training (N = 21). Teachers’ interactive skills were measured pre- and postintervention, according the scales of the Caregiver Interaction Profile (CIP). The ECE training improved the proficiency of teachers’ verbal communication and offering developmental stimulation. VIG proved to be effective in teachers’ fostering positive peer interactions between children. Intensive and targeted training can successfully improve the quality of teachers’ instructional support in ECEC settings, although more research on effective elements of professional development of ECEC teachers is needed. 相似文献
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Björn B. de Koning Lisanne T. Bos Stephanie I. Wassenburg Menno van der Schoot 《Educational Psychology Review》2017,29(4):869-889
This study investigated the effects of a mental simulation training targeted at improving children’s reading comprehension. In a 4-week period, one group of third and fourth graders (n?=?75) learned to draw upon their sensorimotor memories and experiences to mentally simulate text (experimental training group), whereas another group (n?=?51) received the schools’ regular reading comprehension instructions (control training group). Pre-to-posttest differences in general reading comprehension, reading motivation, and mental simulation (distinguishing between perceptual and motor simulation) were examined to evaluate the trainings’ effectiveness. Compared to the control group, children who had received the mental simulation training showed improved performance on general reading comprehension (in Grade 3) and scored higher on reading motivation (in Grades 3 and 4). There were no performance differences between groups on the mental simulation measures. These findings indicate that it is beneficial for children to encourage and teach them to connect their sensorimotor experiences to the text they are reading. 相似文献
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AbstractThis study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n?= 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition). Situation-model construction was measured using both process- and product-oriented measures. Eye-tracking data indicated online resource allocation to the different levels of text representation: surface, textbase, and situation model. Literal text questions and inference questions were used as an offline indication of textbase and situation-model processing, respectively. The results showed that a picture presented before reading led to a redistribution of processing resources during reading, evidenced by a shift from textbase to situation-model processing. This attentional shift did not translate into higher comprehension scores. The results were interpreted in line with multimedia learning theories suggesting pictures can serve as a mental scaffold for situation-model construction. 相似文献
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Lisanne L. Stone Matteo Giletta Mara Brendgen Roy Otten Rutger C.M.E. Engels Jan M.A.M. Janssens 《Early childhood research quarterly》2013
A key factor identified in friendship formation and stability is similarity. Homophily of externalizing problems has been reported frequently, but less attention has been directed at homophily of internalizing problems. Whether young children who are friends resemble each other in their internalizing problems is thus largely unknown. In order to increase understanding of the social risk factors implicated in the etiology of internalizing problems, it is important to establish whether internalizing problems cluster in friendships. The present study examines homophily of internalizing problems while controlling for externalizing problems in a sample of children aged 4–8. 相似文献
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Stephanie K. Van Stee Seth M. Noar Nancy Grant Harrington Lisanne F. Grant 《Communication Studies》2018,69(1):23-41
The potential of pictorial and verbal metaphors to gain attention and enhance persuasion is considerable. Few scholars, however, have investigated the persuasive effects of metaphor in health messages. We applied a 2 × 2 factorial experiment to examine the effects of metaphor use (metaphor/literal) and message format (verbal/pictorial) on cognitive processing and persuasive outcomes of condom promotion messages. Results showed no significant differences in cognitive processing according to metaphor or format, but there were differences in attitudes and behavioral intentions according to metaphor and format, with literal and verbal messages performing best. Potential explanations for findings and implications for future research and health message design are discussed. 相似文献
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