WorldWideScience

Sample records for preschool bilingual development

  1. The Impact of the "First Language First" Model on Vocabulary Development among Preschool Bilingual Children

    Science.gov (United States)

    Schwartz, Mila

    2014-01-01

    The aim of this exploratory study was to examine the role of the "First Language First" model for preschool bilingual education in the development of vocabulary depth. The languages studied were Russian (L1) and Hebrew (L2) among bilingual children aged 4-5 years in Israel. According to this model, the children's first language of…

  2. Research Project "Subject Developing Environment of Preschool Education" for Russian Preschool Bilinguals (By the Example of Textile Educational Materials)

    Science.gov (United States)

    Latipova, Liliya A.; Krapotkina, Irene E.; Koudrjavtseva, Ekaterina L.

    2016-01-01

    The problem's relevance stated in the article is determined by the following: forming preschool bilinguals' subject developing environment is connected with their active education and development, as well as with flexible preparation for studying at school. The purpose of this article is to develop methodology of textile developing materials' use…

  3. Narrative Development among Language-Minority Children: The Role of Bilingual versus Monolingual Preschool Education

    Science.gov (United States)

    Schwartz, Mila; Shaul, Yehudit

    2013-01-01

    The development of script schema, as a source of narrative knowledge, is an essential stage in this knowledge construction. This study focused on the role of bilingual versus monolingual preschool education in the development of script schema knowledge in Russian (L1) and Hebrew (L2) among Russian/Hebrew-speaking children in Israel. The preschool…

  4. Parents' Discourses about Language Strategies for Their Children's Preschool Bilingual Development

    Science.gov (United States)

    Schwartz, Mila; Moin, Victor; Leikin, Mark

    2011-01-01

    The study focused on immigrant parents' discourses about strategies for their children's preschool bilingual development and education. The article investigated how immigrant parents described and explained these strategies. The study was based on semi-structured interviews with 4 families. The 8 parents were Russian-speaking immigrants to Israel…

  5. SUMMARY OF MONITORING SYSTEMS PROFESSIONAL READINESS OF STUDENTS TO COMMUNICATIVELY-SPEECH DEVELOPMENT IN PRESCHOOLERS BILINGUAL

    Directory of Open Access Journals (Sweden)

    Neonila Vyacheslavovna Ivanova

    2015-12-01

    Full Text Available Purpose. The article describes the main provisions of the monitoring system of professional readiness of the future teachers of pre-school education.Methodology. Presented in the paper position monitoring system of professional readiness of students to develop communicative speech bilingual children in the profil «Preschool education» are analized based on the principles: compliance with the general content of the training and disciplinary purposes of vocational training; Unity of its substantive and procedural right; structural integrity of the contents; orientation of its content for the implementation of the system, the personal, the activity, polysubject (Dialogic, cultural approaches.Results. We studid and summarized some of the theoretical and practical aspects, given the scientific substantiation of organizational methods of monitoring of professional readiness of the future teachers to the communicative and language development of preschool children bilingual.Practical implications. Еducational system of higher education.

  6. English Verb Accuracy of Bilingual Cantonese-English Preschoolers

    Science.gov (United States)

    Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

    2017-01-01

    Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included…

  7. A Situated Perspective on Bilingual Development: Preschool Korean-English Bilinguals' Utilization of Two Languages and Korean Honorifics

    Science.gov (United States)

    Kim, So Jung

    2017-01-01

    In spite of the increasing Korean population, there is still a paucity of studies examining emergent Korean bilingual children's dual-language development within their social contexts. In particular, no existing study has paid attention to the honorific system of Korean, which is one of the most important features in learning the Korean language.…

  8. Creating a Bilingual Pre-School Classroom: The Multilayered Discourses of a Bilingual Teacher

    Science.gov (United States)

    Palviainen, Åsa; Mård-Miettinen, Karita

    2015-01-01

    Teachers have an agentive role as they interpret, evaluate and develop language policies and practices. In the current study we interviewed a bilingual pre-school teacher in Finland during the first year of implementing a new way of working bilingually with a class of monolingual children. Applying nexus analysis, we explored the teacher…

  9. "No Hablo Ingles": Bilingualism and Multiculturalism in Preschool Settings.

    Science.gov (United States)

    Fernandez, Roy Ceferino

    2000-01-01

    Discusses the role and components of both bilingualism and multiculturalism in preschool settings. Notes implications for the preparation of teachers and suggests strategies that preschool administrators could utilize in meeting needs of bilingual communities. (Author/DLH)

  10. "No Hablo Ingles": Bilingualism and Multiculturalism in Preschool Settings.

    Science.gov (United States)

    Fernandez, Roy Ceferino

    2000-01-01

    Discusses the role and components of both bilingualism and multiculturalism in preschool settings. Notes implications for the preparation of teachers and suggests strategies that preschool administrators could utilize in meeting needs of bilingual communities. (Author/DLH)

  11. English Speech Sound Development in Preschool-Aged Children from Bilingual English-Spanish Environments

    Science.gov (United States)

    Gildersleeve-Neumann, Christina E.; Kester, Ellen S.; Davis, Barbara L.; Pena, Elizabeth D.

    2008-01-01

    Purpose: English speech acquisition by typically developing 3- to 4-year-old children with monolingual English was compared to English speech acquisition by typically developing 3- to 4-year-old children with bilingual English-Spanish backgrounds. We predicted that exposure to Spanish would not affect the English phonetic inventory but would…

  12. Wordless Book-Sharing Styles in Bilingual Preschool Classrooms and Latino Children's Emergent Literacy Skills

    Science.gov (United States)

    Schick, Adina

    2015-01-01

    The current study explored the preschool classroom environment as an important context for supporting dual-language learning Latino children's development of emergent literacy skills. The results of the study showed that teachers in Spanish-English bilingual preschool classrooms varied in the way they shared wordless picture books with the…

  13. Oral Narratives in Monolingual and Bilingual Preschoolers with SLI

    Science.gov (United States)

    Rezzonico, Stefano; Chen, Xi; Cleave, Patricia L.; Greenberg, Janice; Hipfner-Boucher, Kathleen; Johnson, Carla J.; Milburn, Trelani; Pelletier, Janette; Weitzman, Elaine; Girolametto, Luigi

    2015-01-01

    Background: The body of literature on narratives of bilingual children with and without specific language impairment (SLI) is growing. However, little is known about the narrative abilities of bilingual preschool children with SLI and their patterns of growth. Aims: To determine the similarities and differences in narrative abilities between…

  14. Verbal short-term memory and vocabulary development in monolingual Dutch and bilingual Turkish-Dutch preschoolers

    NARCIS (Netherlands)

    Messer, M.H.

    2010-01-01

    With increasing immigration, bilingualism has become part and parcel of the everyday lives of many children. Although research indicates that under favourable circumstances bilingual children can become balanced bilinguals, especially immigrant children seem to have difficulty coping with the langua

  15. Verbal short-term memory and vocabulary development in monolingual Dutch and bilingual Turkish-Dutch preschoolers

    NARCIS (Netherlands)

    Messer, M.H.

    2010-01-01

    With increasing immigration, bilingualism has become part and parcel of the everyday lives of many children. Although research indicates that under favourable circumstances bilingual children can become balanced bilinguals, especially immigrant children seem to have difficulty coping with the

  16. Verbal short-term memory and vocabulary development in monolingual Dutch and bilingual Turkish-Dutch preschoolers

    NARCIS (Netherlands)

    Messer, M.H.

    2010-01-01

    With increasing immigration, bilingualism has become part and parcel of the everyday lives of many children. Although research indicates that under favourable circumstances bilingual children can become balanced bilinguals, especially immigrant children seem to have difficulty coping with the langua

  17. Fast Mapping by Bilingual Preschool Children

    Science.gov (United States)

    Kana, Pui Fong; Kohnert, Kathryn

    2008-01-01

    Previous studies show that young monolingual children's ability to "fast map" new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool…

  18. Parents' Assessment of Their Preschool Children's Bilingual Development in the Context of Family Language Policy

    Science.gov (United States)

    Schwartz, Mila; Moin, Victor

    2012-01-01

    Parents' assessment of children's development in the first and the second language is an essential part of their family language policy (FLP) and an important component of parent-child communication. This paper presents a pilot study focused on Russian-speaking immigrant parents' assessment of their children's language knowledge in Russian as a…

  19. Attachment Relationships as Predictors of Language Skills for At-Risk Bilingual Preschool Children

    Science.gov (United States)

    Oades-Sese, Geraldine V.; Li, Yibling

    2011-01-01

    Parental attachment and close teacher-child relationships offer a protective mechanism to promote language development among bilingual preschool children from economically disadvantaged backgrounds. Research has shown that language skills are an integral part of resilience for young children. This is the first study to examine parental…

  20. Attachment Relationships as Predictors of Language Skills for At-Risk Bilingual Preschool Children

    Science.gov (United States)

    Oades-Sese, Geraldine V.; Li, Yibling

    2011-01-01

    Parental attachment and close teacher-child relationships offer a protective mechanism to promote language development among bilingual preschool children from economically disadvantaged backgrounds. Research has shown that language skills are an integral part of resilience for young children. This is the first study to examine parental…

  1. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    Science.gov (United States)

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  2. Marking of Verb Tense in the English of Preschool English-Mandarin Bilingual Children: Evidence from Language Development Profiles within Subgroups on the Singapore English Action Picture Test

    Science.gov (United States)

    Brebner, Chris; McCormack, Paul; Rickard Liow, Susan

    2016-01-01

    Background: The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this…

  3. T he History, Present Situation and Developing T rend of Preschool Bilingual Education in Xinjiang%新疆学前双语教育发展的回溯、现状与趋向

    Institute of Scientific and Technical Information of China (English)

    闵兰斌; 周兢

    2016-01-01

    Along with the rapid development of bilingual education , Xinjiang bilingual education has made great development in recent ten years , especially minority children can enjoy two years of free educationin in the vast rural areas . Besides clarifying the related concepts , we will try to analyze policy background , restricting factors and basic safeguard of preschool bilingual education development in the perspective of the development history , present situation and trend of the pre school bilingual education in Xinjiang . In this paper some suggestions have been put forward to promote the the quality development of preschool bilingual education in Xinjiang .%伴随着新疆双语教育步入快速发展时期,近十年新疆学前双语教育得到了长足的发展,尤其广大农村少数民族幼儿享有了两年免费制学前教育的机会。在厘清新疆学前双语教育的相关概念的同时,主要试图从学前双语教育发展历史、现状和趋向的视角分析学前双语教育发展的政策背景,学前双语教育发展的基础保障及影响学前双语教育进一步发展的制约因素,并在此基础上对促进新疆学前双语教育质量发展提出了相关建议。

  4. Individual Differences and Language Interdependence: A Study of Sequential Bilingual Development in Spanish-English Preschool Children

    Science.gov (United States)

    Castilla, Anny Patricia; Restrepo, Maria Adelaida; Perez-Leroux, Ana Teresa

    2009-01-01

    The purpose of the current study is to examine language influence in sequential bilinguals. Specifically, this study evaluates whether performance in a first language predicts success in the acquisition of a second language nine months after exposure to the second language begins. Forty-nine Spanish-speaking children attending English-only…

  5. Adult Monolingual Policy Becomes Children's Bilingual Practice: Code-Alternation among Children and Staff in an English-Medium Preschool in Sweden

    Science.gov (United States)

    Boyd, Sally; Ottesjö, Cajsa

    2016-01-01

    Parents, teachers and institutions often attempt to implement monolingual policies in bilingual settings, believing that they thereby facilitate children's bilingual development. Children, however, often have their own communicative agendas. In this study, we investigate how the twofold language policy of an English-medium preschool in Sweden is…

  6. Two languages in the air : a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

    OpenAIRE

    Palviainen, Åsa; Protassova, Ekaterina; Mård-Miettinen, Karita; Schwartz, Mila

    2016-01-01

    Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers’ agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish–Swedish and Russian–Finnish contexts) and Israel (an Arabic–Hebrew context) and interviewed the teachers about their us...

  7. Preschooler development

    Science.gov (United States)

    ... Stanton BF, St. Geme JW, Schor NF, eds. Nelson Textbook of Pediatrics . 20th ed. Philadelphia, PA: Elsevier; 2016:chap 12. ... Normal development. In: Marcdante KJ, Kliegman RM, eds. Nelson Essentials ... . 7th ed. Philadelphia, PA: Elsevier Saunders; 2015:chap ...

  8. Language choice in bimodal bilingual development

    Directory of Open Access Journals (Sweden)

    Diane eLillo-Martin

    2014-10-01

    Full Text Available Bilingual children develop sensitivity to the language used by their interlocutors at an early age, reflected in differential use of each language by the child depending on their interlocutor. Factors such as discourse context and relative language dominance in the community may mediate the degree of language differentiation in preschool age children.Bimodal bilingual children, acquiring both a sign language and a spoken language, have an even more complex situation. Their Deaf parents vary considerably in access to the spoken language. Furthermore, in addition to code-mixing and code-switching, they use code-blending – expressions in both speech and sign simultaneously – an option uniquely available to bimodal bilinguals. Code-blending is analogous to code-switching sociolinguistically, but is also a way to communicate without suppressing one language. For adult bimodal bilinguals, complete suppression of the non-selected language is cognitively demanding. We expect that bimodal bilingual children also find suppression difficult, and use blending rather than suppression in some contexts. We also expect relative community language dominance to be a factor in children’s language choices.This study analyzes longitudinal spontaneous production data from four bimodal bilingual children and their Deaf and hearing interlocutors. Even at the earliest observations, the children produced more signed utterances with Deaf interlocutors and more speech with hearing interlocutors. However, while three of the four children produced >75% speech alone in speech target sessions, they produced <25% sign alone in sign target sessions. All four produced bimodal utterances in both, but more frequently in the sign sessions, potentially because they find suppression of the dominant language more difficult.Our results indicate that these children are sensitive to the language used by their interlocutors, while showing considerable influence from the dominant

  9. 学龄前儿童英汉双语教学对其认知能力影响的探究%Study on the effects of bilingual teaching on cognitive development of preschool children

    Institute of Scientific and Technical Information of China (English)

    张玲; 章依文; 金星明; 周凤娟; 金志娟; 杨友

    2011-01-01

    [目的] 研究学龄前儿童英汉双语教学对其认知能力的影响. [方法] 选择上海市浦东新区三所幼儿园,排除一般智能低于70的儿童,随机选择学龄前儿童120名分为双语组和对照组,每组按三个教学年级随机选取20名,比较各组儿童认知能力测试的结果. [结果] 两组儿童在认知能力测试中各指标均随年龄增长而增长,各年级间差异有统计学意义(P<0.05).一般智能水平总分项目上,小班及中班的双语组较对照组评分低,但差异无统计学意义(P>0.05);而大班双语组一般智能水平总分项目评分较对照组高,且差异有统计学意义(P<0.05).在语言、操作、数量、记忆分量表项目上,各年级评分无统计学意义(P>0.05). [结论] 接受双语教学的学龄前儿童其认知能力与非双语教学儿童相仿,英汉双语教学对其认知能力发育的影响有限.%[Objective] To investigate the effects of bilingual teaching on cognitive development of preschool children. [Methods] Three kindergartens in the same official qualification were selected. One was bilingual teaching, and other two were common ones. 120 randomly selected children aged 3 to 6 years were accepted the cognitive test respectively. Each age group had 20 children. [Results] With respect to intelligence Quotient, the scores of every item increased by age. There were no significant differences between two groups of the same class level(P>0. 05). The total scores of the oldest age showed significant higher than that of the monolingual group(P0. 05). [Conclusions] Preschool children in bilingual teaching kindergartens have similar cognitive development as children in general kindergartens. Bilingual education has limited influences on cognitive development in preschool children.

  10. Australian Chinese Parents' Language Attitudes and Practices Relating to Their Children's Bilingual Development Prior to School

    Science.gov (United States)

    Hu, Jiangbo; Torr, Jane; Whiteman, Peter

    2014-01-01

    This article reports on a deep investigation of five Australian Chinese families regarding their preschool-aged children's bilingual experiences and development. Each family was visited 3 to 5 times by the first author. The mothers were interviewed about their attitudes toward their child's bilingualism and their practices to promote it. A…

  11. Australian Chinese Parents' Language Attitudes and Practices Relating to Their Children's Bilingual Development Prior to School

    Science.gov (United States)

    Hu, Jiangbo; Torr, Jane; Whiteman, Peter

    2014-01-01

    This article reports on a deep investigation of five Australian Chinese families regarding their preschool-aged children's bilingual experiences and development. Each family was visited 3 to 5 times by the first author. The mothers were interviewed about their attitudes toward their child's bilingualism and their practices to promote it. A…

  12. A Preliminary Report on the English Phonology of Typically Developing English-Mandarin Bilingual Preschool Singaporean Children

    Science.gov (United States)

    En, Lydea Gn Wei; Brebner, Chris; McCormack, Paul

    2014-01-01

    Background: There are no published data on typical phonological development for Singaporean children. There is therefore the risk that children's speech in Singapore may be misdiagnosed or that clinicians may set goals erroneously. Aims: This paper reports a preliminary study on the English phonology of typically developing 4;0-4;5-year-old…

  13. A Preliminary Report on the English Phonology of Typically Developing English-Mandarin Bilingual Preschool Singaporean Children

    Science.gov (United States)

    En, Lydea Gn Wei; Brebner, Chris; McCormack, Paul

    2014-01-01

    Background: There are no published data on typical phonological development for Singaporean children. There is therefore the risk that children's speech in Singapore may be misdiagnosed or that clinicians may set goals erroneously. Aims: This paper reports a preliminary study on the English phonology of typically developing 4;0-4;5-year-old…

  14. 浅议幼儿双语教育%A Brief Discussion on Preschool Bilingual Education

    Institute of Scientific and Technical Information of China (English)

    武文斯

    2014-01-01

    Preschool period is the key period for language devel-opment, therefore, to establish a relaxed, interesting and proper bilingual language environment is conducive to the stimulation of children' interest in language learning. A language is a culture, so language learning is more of an experience of culture than merely listening, speaking, reading and writing. Preschool bilingual edu-cation is currently a hot topic in preschool education, however, the misconceptions of the current society, families and some edu-cators cannot help realize the value of preschool bilingual educa-tion, but hinder children's language development instead, there-fore, how to correctly understand bilingual education and imple-ment proper and effective guidance in the key period has become the premise of preschool language education.%幼儿期是语言发展的关键期,为幼儿创造营造轻松、有趣、适宜的双语语言环境,有利于激发幼儿语言学习的兴趣。一种语言就是一种文化,语言学习不仅是听说读写,更重要的是感受一种文化。幼儿双语教育是当今社会中幼儿教育的热点之一,然而当今社会家长及部分教育者对双语教育的误解,不但没有真正实现幼儿双语教育的价值,反而使双语教育成为幼儿语言发展的阻碍,因此,如何正确认识双语教育,在幼儿语言发展的关键期进行适宜的、有效的指导,成为幼儿语言教育的前提。

  15. Phonological Awareness and Vocabulary Performance of Monolingual and Bilingual Preschool Children with Hearing Loss

    Science.gov (United States)

    Lund, Emily; Werfel, Krystal L.; Schuele, C. Melanie

    2015-01-01

    This pilot study compared the phonological awareness skills and vocabulary performance of English monolingual and Spanish-English bilingual children with and without hearing loss. Preschool children with varying degrees of hearing loss (n = 18) and preschool children without hearing loss (n = 19) completed measures of phonological awareness and…

  16. Phonological Awareness and Vocabulary Performance of Monolingual and Bilingual Preschool Children with Hearing Loss

    Science.gov (United States)

    Lund, Emily; Werfel, Krystal L.; Schuele, C. Melanie

    2015-01-01

    This pilot study compared the phonological awareness skills and vocabulary performance of English monolingual and Spanish-English bilingual children with and without hearing loss. Preschool children with varying degrees of hearing loss (n = 18) and preschool children without hearing loss (n = 19) completed measures of phonological awareness and…

  17. Dual language exposure and early bilingual development.

    Science.gov (United States)

    Hoff, Erika; Core, Cynthia; Place, Silvia; Rumiche, Rosario; Señor, Melissa; Parra, Marisol

    2012-01-01

    The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed.

  18. Associations between preschool language and first grade reading outcomes in bilingual children.

    Science.gov (United States)

    Davison, Megan Dunn; Hammer, Carol; Lawrence, Frank R

    2011-01-01

    It is well established that monolingual preschoolers' oral language development (vocabulary and oral comprehension) contributes to their later reading abilities; however, less is known about this relationship in bilingual populations where children are developing knowledge of two languages. It may be that children's abilities in one language do not contribute to their reading abilities in their other language or that children's experiences with either language assist them in developing a common underlying proficiency that they draw upon when learning to read. The purpose of this study was to investigate the relationship among bilingual children's receptive language development and reading outcomes in first grade. Eighty-one bilingual children who were attending Head Start participated in the study. Growth curve models were used to examine the relationship between children's language abilities during two years in Head Start and reading outcomes at the end of first grade. Children's growth in both English and Spanish receptive vocabulary and oral comprehension predicted their English and Spanish reading abilities at the end of first grade within languages. Associations were also observed between languages with growth in English receptive language predicting Spanish reading comprehension and growth in Spanish receptive language predicting English reading comprehension.

  19. Child Development: Preschool Children.

    Science.gov (United States)

    Chiam, Heng Keng, Ed.

    This book reports some of the results of an extensive study of the physical, cognitive, language, social, and emotional development of Malaysian children. Chapter 1 of the book describes the demographics of the sample. Subjects were 3,099 preschool children in the state of Selangor and the federal district of Kuala Lumpur, Malaysia. Data is…

  20. I1 Bilinguismo nella Scuola Dell'Infanzia: Motivazioni Psico-linguistiche e Glottodidattiche. Appunti su Alcuni Presupposti. (Bilingualism in the Preschool: Psycholinguistic and Glottodidactic Reasons. Notes on Some Assumptions).

    Science.gov (United States)

    Titone, Renzo

    1982-01-01

    Discusses the results of recent research concerning the effects of bilingualism on the development of preschool children and explains how early bilingual education greatly enriches a child's personality cognitively, linguistically, affectively, socially, and morally. Claims it is possible and beneficial to offer young children the opportunity to…

  1. I1 Bilinguismo nella Scuola Dell'Infanzia: Motivazioni Psico-linguistiche e Glottodidattiche. Appunti su Alcuni Presupposti. (Bilingualism in the Preschool: Psycholinguistic and Glottodidactic Reasons. Notes on Some Assumptions).

    Science.gov (United States)

    Titone, Renzo

    1982-01-01

    Discusses the results of recent research concerning the effects of bilingualism on the development of preschool children and explains how early bilingual education greatly enriches a child's personality cognitively, linguistically, affectively, socially, and morally. Claims it is possible and beneficial to offer young children the opportunity to…

  2. Navigating Hybridized Language Learning Spaces through Translanguaging Pedagogy: Dual Language Preschool Teachers' Languaging Practices in Support of Emergent Bilingual Children's Performance of Academic Discourse

    Science.gov (United States)

    Gort, Mileidis; Sembiante, Sabrina Francesca

    2015-01-01

    In recent years, there has been a growing interest among policymakers, practitioners, and researchers in early bilingual development and the unique role of the educational setting's language policy in this development. In this article, we describe how one dual language preschool teacher, in partnership with two co-teachers, navigated the tensions…

  3. Phonological development in young bilinguals: clinical implications.

    Science.gov (United States)

    Core, Cynthia; Scarpelli, Chiara

    2015-05-01

    This article reviews recent research on bilingual phonological development and describes the nature of bilingual phonology, focusing on characteristics of cross-linguistic influence on bilingual phonological abilities. There is evidence of positive and negative transfer (acceleration and deceleration) on children's phonological abilities. Several methodological issues limit the ability to generalize findings from previous research to larger groups of bilingual children (e.g., small sample size, lack of consideration of age of acquisition of each language, and language abilities of the participants). Sources of heterogeneity in language development are presented and discussed. Phonological abilities are related to language abilities in bilingual first language learners of English and Spanish. Empirical evidence from research in our laboratory supports this claim. We discuss implications of research findings and limitations for future research and clinical practice. We provide specific recommendations for bilingual research and for clinical assessment of young bilingual children.

  4. Dual Language Exposure and Early Bilingual Development

    Science.gov (United States)

    Hoff, Erifka; Core, Cynthia; Place, Silvia; Rumiche, Rosario; Senor, Melissa; Parra, Marisol

    2012-01-01

    The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly…

  5. Possibilities and Challenges of Early Critical Literacy Practices: Bilingual Preschoolers' Exploring Multiple Voices and Gender Roles

    Science.gov (United States)

    Kim, So Jung

    2016-01-01

    Despite the emphasis on the significance of critical literacy, there has been a startling paucity of studies examining how critical literacy pedagogies can be implemented to preschool bilingual settings. In order to address this gap in the research, this qualitative case study examines the possibilities and challenges of critical literacy in…

  6. Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports

    Science.gov (United States)

    Pua, Emmanuel Peng Kiat; Lee, Mary Lay Choo; Rickard Liow, Susan J.

    2017-01-01

    Purpose: The utility of parent and teacher reports for screening 3 types of bilingual preschoolers (English-first language [L1]/Mandarin-second language[L2], Mandarin-L1/English-L2, or Malay-L1/English-L2) for language difficulty was investigated in Singapore with reference to measures of reliability, validity, sensitivity, and specificity in an…

  7. Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports.

    Science.gov (United States)

    Pua, Emmanuel Peng Kiat; Lee, Mary Lay Choo; Rickard Liow, Susan J

    2017-04-14

    The utility of parent and teacher reports for screening 3 types of bilingual preschoolers (English-first language [L1]/Mandarin-second language[L2], Mandarin-L1/English-L2, or Malay-L1/English-L2) for language difficulty was investigated in Singapore with reference to measures of reliability, validity, sensitivity, and specificity in an English-medium kindergarten setting. The index tests were teachers' ratings of the English language ability of 5-year-olds (N = 85) on the Bilingual Language Assessment Battery (BLAB): Preschool Teacher Report (Pua, Lee, & Rickard Liow, 2013) and parents' ratings of their child's home language ability (N = 78 English-L1, Mandarin-L1, or Malay-L1) on the BLAB: Preschool Parent Report (Pua, Lee, & Rickard Liow, 2013). The reference standards were objective measures of single-word receptive vocabulary (80 items) and expressive vocabulary (140 items) in the child's L1 and L2, as proxies for language ability. BLAB Teacher Reports for the English receptive and expressive subscales showed concurrent validity for all 3 bilingual groups, as well as generally high sensitivity and specificity. In contrast, BLAB Parent Reports for L1 receptive ability failed to show significant correlations with the objective measures of receptive vocabulary. Subjective teacher ratings may be an effective method of screening bilingual preschoolers for language difficulty, thereby prompting referral to clinicians.

  8. The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

    Science.gov (United States)

    Becerra-Lubies, Rukmini; Fones, Aliza

    2016-01-01

    Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing…

  9. Does Bilingualism Delay the Development of Dementia?

    Directory of Open Access Journals (Sweden)

    Amy L Atkinson

    2016-08-01

    Full Text Available It has been suggested that bilingualism (where individuals speak two languages may delay the development of dementia. However, much of the research is inconclusive. Some researchers have reported that bilingualism delays the onset and diagnosis of dementia, whilst other studies have found weak or even detrimental effects. This paper reviews a series of nine empirical studies, published up until March 2016, which investigated whether bilingualism significantly delays the onset of dementia. The article also explores whether the inconsistent findings can be attributed to differences in study designs or the definitions of bilingualism used between studies. Based on current evidence, it appears that lifelong bilingualism, where individuals frequently use both languages, may be protective against dementia. However, becoming bilingual in adulthood or using the second language infrequently is unlikely to substantially delay onset of the disease.

  10. Dilemma and breakthrough in the preschool bilingual education in Tibetan areas%藏区学前双语教育的困境及突破

    Institute of Scientific and Technical Information of China (English)

    捌马阿末

    2013-01-01

    One of special and prominent problem of the preschool education in Tibetan areas is the lack of Chinese-Tibetan bilingual education. In this regard, the bilingual education in Tibetan areas should implement the "immersive". While the construction of bilingual teachers is the key factor in the decision of bilingual education quality, therefore, take practical measures to strengthen the adaptation of Tibetan preschool bilingual teachers team construction, to accelerate the development of preschool education in Tibetan areas.%  藏区学前教育特殊而突出的问题之一是汉藏双语教育严重缺失。对此,藏区应实施“沉浸式”的汉藏双语教育。而双语师资队伍的建设情况是决定双语教育质量的关键因素,因此,要采取适应藏区实际的措施来加强学前双语师资队伍建设,以加快推动藏区学前教育事业的发展。

  11. Bilingual Competence and Bilingual Proficiency in Child Development

    Science.gov (United States)

    Francis, Norbert

    2011-01-01

    When two or more languages are part of a child's world, we are presented with a rich opportunity to learn something about language in general and about how the mind works. In this book, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts. In…

  12. Phonological Acquisition in Simultaneous Bilingual Mandarin-English Preschoolers

    Science.gov (United States)

    Liu-Shea, May

    2011-01-01

    Purpose: Significant challenges face speech-language pathologists when children raised in bilingual environments are referred for speech-language evaluations. The situation is compounded for bilingual Mandarin-English children because no research-based data is available to date. This study is a preliminary examination of phonological acquisition…

  13. How Does Pragmatic Competence Develop in Bilinguals?

    Science.gov (United States)

    Kecskes, Istvan

    2015-01-01

    This paper aims to discuss how the emerging new language with its own developing socio-cultural foundation affects the existing L1-governed knowledge and pragmatic competence of "adult sequential bilinguals." It is assumed that these bilinguals already have an L1-governed pragmatic competence at place, which will be adjusted to…

  14. The role of majority and minority language input in the early development of a bilingual vocabulary

    NARCIS (Netherlands)

    Dijkstra, J.; Kuiken, F.; Jorna, R.J.; Klinkenberg, E.L.

    2016-01-01

    The current longitudinal study investigated the role of home language and outside home exposure in the development of Dutch and Frisian vocabulary by young bilinguals. Frisian is a minority language spoken in the north of the Netherlands. In three successive test rounds, 91 preschoolers were tested

  15. Preschool Children Differentiation According to the Lingua- Grammatical Categories Development

    Directory of Open Access Journals (Sweden)

    Z. V. Polivara

    2012-01-01

    Full Text Available The parallel existence of languages and cultures brings forward the necessity of studying this linguistic phenomenon and designing special methods of speech development for the bilingual children. The particular attention should be given to the preschool age, for according to A. A. Leontyev’s study, the parallel acquiring of two languages often results in insufficient development of socio-linguistic speech standards. The research is devoted to the phenomenon of the two language systems coexistence in a bilingual person’s consciousness, both of them functioning and encoding the same subjects and phenomena. The peculiarities of language interference are described with the reference to the Russian-Tatar bilingual environment. The author believes that the bilingual interference problems are not caused by the phonetic and grammar system differences of the two languages. To find out the potential source of inter-language transition and interrelations between the native and non-native languages, it is necessary to identify the cognitive, neurolinguistic and psycho-linguistic aspects. Therefore, the regional phenomenon of mass bilingualism among the Tatar population is examined by the author in the framework of the psycho-linguistic and cognitive approaches. The paper presents the model of the lexical and grammar categories formation based on differentiated preschool teaching of the bilingual children. The proposed model makes it possible to overcome the limited viewpoint on the general speech dysfunctions, as well as the specifics of lexical and grammar categories development. It can be used for the further development of educational programs in psycho-linguistics, ethno-linguistics, onto-linguistics, cognitive linguistics, social-linguistics, contrastive linguistics and the language theory by means of extending the teaching course content. 

  16. Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish-Catalan children with Specific Language Impairment (SLI).

    Science.gov (United States)

    Aguilar-Mediavilla, Eva; Buil-Legaz, Lucía; Pérez-Castelló, Josep A; Rigo-Carratalà, Eduard; Adrover-Roig, Daniel

    2014-01-01

    Children with Specific Language Impairment (SLI) have severe language difficulties without showing hearing impairments, cognitive deficits, neurological damage or socio-emotional deprivation. However, previous studies have shown that children with SLI show some cognitive and literacy problems. Our study analyses the relationship between preschool cognitive and linguistic abilities and the later development of reading abilities in Spanish-Catalan bilingual children with SLI. The sample consisted of 17 bilingual Spanish-Catalan children with SLI and 17 age-matched controls. We tested eight distinct processes related to phonological, attention, and language processing at the age of 6 years and reading at 8 years of age. Results show that bilingual Spanish-Catalan children with SLI show significantly lower scores, as compared to typically developing peers, in phonological awareness, phonological memory, and rapid automatized naming (RAN), together with a lower outcome in tasks measuring sentence repetition and verbal fluency. Regarding attentional processes, bilingual Spanish-Catalan children with SLI obtained lower scores in auditory attention, but not in visual attention. At the age of 8 years Spanish-Catalan children with SLI had lower scores than their age-matched controls in total reading score, letter identification (decoding), and in semantic task (comprehension). Regression analyses identified both phonological awareness and verbal fluency at the age of 6 years to be the best predictors of subsequent reading performance at the age of 8 years. Our data suggest that language acquisition problems and difficulties in reading acquisition in bilingual children with SLI might be related to the close interdependence between a limitation in cognitive processing and a deficit at the linguistic level. After reading this article, readers will be able to: identify their understanding of the relation between language difficulties and reading outcomes; explain how processing

  17. Developing preschool children social aptitudes

    Directory of Open Access Journals (Sweden)

    Ana Teresa Brás

    2012-12-01

    Full Text Available The kindergarten teachers must be aware of the importance of the acquisition of social skills for children, with a view to appropriate adaptation and overcoming the various challenges that will have those throughout existence. This article is the presentation of a research work within the pre-school educational context, in the field of ʻSocial and Personal Educationʼ which may lead to improved social skills within the group of children. In order to accomplish this, after the teaching training with the pre-school class which focussed on the acquisition of social competence, an assessment of the modified social skills within the class was carried out. These activities were included in the preschool lesson planning during the ʻSupervised Teaching Practiceʼ. They were developed based on childrenʼs daily life situations, focussing mainly on using games in the learning contexts. The aim of these games was to motivate and involve the children in order to enhance their balanced social development. The results obtained suggest that the introduction of this type of learning activities may be an asset in Pre-school Education because they develop both childrenʼs social skills and social competence. Moreover, this type of learning activities may also lead to changes in childrenʼs social interaction with both adults and their peers which may favour pro social behaviour.

  18. Transmigrant Families: Intercultural and Bilingual Competences Development

    Science.gov (United States)

    Gonzalez Barea, Eva Ma.; Garcia-Cano Torrico, Maria; Marquez Lepe, Esther; Ruiz Garzon, Francisca; Pozo Llorente, Ma. Teresa; Dietz, Gunther

    2010-01-01

    This article presents the results of a research project concerned with analysing and identifying the discourses and related strategies used by Spanish-German trans-migrant families to support and develop bilingual and intercultural competences stemming from their transmigratory experiences. Using the biographical-narrative approach, we reconstruct…

  19. Transmigrant Families: Intercultural and Bilingual Competences Development

    Science.gov (United States)

    Gonzalez Barea, Eva Ma.; Garcia-Cano Torrico, Maria; Marquez Lepe, Esther; Ruiz Garzon, Francisca; Pozo Llorente, Ma. Teresa; Dietz, Gunther

    2010-01-01

    This article presents the results of a research project concerned with analysing and identifying the discourses and related strategies used by Spanish-German trans-migrant families to support and develop bilingual and intercultural competences stemming from their transmigratory experiences. Using the biographical-narrative approach, we reconstruct…

  20. "Why Do We Know Hebrew and They Do Not Know Arabic?" Children's Meta-Linguistic Talk in Bilingual Preschool

    Science.gov (United States)

    Schwartz, Mila; Gorbatt, Naomi

    2016-01-01

    Language-focused listening to young children's talk provides insight into their internal thinking mechanisms regarding language as they engage in language learning. The aim of this exploratory longitudinal study was to examine and analyze children's meta-linguistic talk and its main characteristics in a bilingual Arabic-Hebrew-speaking preschool.…

  1. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    Science.gov (United States)

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  2. Social Competence and Language Skills in Mandarin-English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation

    Science.gov (United States)

    Ren, Yonggang; Wyver, Shirley; Xu Rattanasone, Nan; Demuth, Katherine

    2016-01-01

    Research Findings: The main aim of this study was to examine whether language skills and emotion regulation are associated with social competence and whether the relationship between English skills and social competence is moderated by emotion regulation in Mandarin-English bilingual preschoolers. The language skills of 96 children ages…

  3. Fast Mapping by Bilingual Children: Storybooks and Cartoons

    Science.gov (United States)

    Van Horn, Danielle; Kan, Pui Fong

    2016-01-01

    The purpose of this study was to examine the fast mapping skills in Spanish-English bilingual preschool children in two learning contexts: storybook reading and cartoon viewing. Eighteen typically developing Spanish-English bilingual preschool children completed a fast mapping task in Spanish (L1) and in English (L2). In 4 different sessions, each…

  4. Fast Mapping by Bilingual Children: Storybooks and Cartoons

    Science.gov (United States)

    Van Horn, Danielle; Kan, Pui Fong

    2016-01-01

    The purpose of this study was to examine the fast mapping skills in Spanish-English bilingual preschool children in two learning contexts: storybook reading and cartoon viewing. Eighteen typically developing Spanish-English bilingual preschool children completed a fast mapping task in Spanish (L1) and in English (L2). In 4 different sessions, each…

  5. Age of first bilingual language exposure as a new window into bilingual reading development.

    Science.gov (United States)

    Kovelman, Ioulia; Baker, Stephanie A; Petitto, Laura-Ann

    2008-07-01

    How does age of first bilingual language exposure affect reading development in children learning to read in both of their languages? Is there a reading advantage for monolingual English children who are educated in bilingual schools? We studied children (grades 2-3, ages 7-9) in bilingual Spanish-English schools who were either from Spanish-speaking homes (new to English) or English-speaking homes (new to Spanish), as compared with English-speaking children in monolingual English schools. An early age of first bilingual language exposure had a positive effect on reading, phonological awareness, and language competence in both languages: early bilinguals (age of first exposure 0-3 years) outperformed other bilingual groups (age of first exposure 3-6 years). Remarkably, schooling in two languages afforded children from monolingual English homes an advantage in phoneme awareness skills. Early bilingual exposure is best for dual language reading development, and it may afford such a powerful positive impact on reading and language development that it may possibly ameliorate the negative effect of low SES on literacy. Further, age of first bilingual exposure provides a new tool for evaluating whether a young bilingual has a reading problem versus whether he or she is a typically-developing dual-language learner.

  6. Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers' Languaging Practices during Shared Book Readings

    Science.gov (United States)

    Pontier, Ryan; Gort, Mileidis

    2016-01-01

    This study examined how a pair of Spanish/English dual language bilingual education (DLBE) preschool teachers enacted their bilingualism while working cohesively and simultaneously toward common instructional goals. We drew on classroom video data, field notes, and other relevant artifacts collected weekly during shared readings of English- and…

  7. Early bilingualism, language attainment, and brain development.

    Science.gov (United States)

    Berken, Jonathan A; Gracco, Vincent L; Klein, Denise

    2017-04-01

    The brain demonstrates a remarkable capacity to undergo structural and functional change in response to experience throughout the lifespan. Evidence suggests that, in many domains of skill acquisition, the manifestation of this neuroplasticity depends on the age at which learning begins. The fact that most skills are acquired late in childhood or in adulthood has proven to be a limitation in studies aimed at determining the relationship between age of acquisition and brain plasticity. Bilingualism, however, provides an optimal model for discerning differences in how the brain wires when a skill is acquired from birth, when the brain circuitry for language is being constructed, versus later in life, when the pathways subserving the first language are already well developed. This review examines some of the existing knowledge about optimal periods in language development, with particular attention to the attainment of native-like phonology. It focuses on the differences in brain structure and function between simultaneous and sequential bilinguals and the compensatory mechanisms employed when bilingualism is achieved later in life, based on evidence from studies using a variety of neuroimaging modalities, including positron emission tomography (PET), task-based and resting-state functional magnetic resonance imaging (fMRI), and structural MRI. The discussion concludes with the presentation of recent neuroimaging studies that explore the concept of nested optimal periods in language development and the different neural paths to language proficiency taken by simultaneous and sequential bilinguals, with extrapolation to general notions of the relationship between age of acquisition and ultimate skill performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. A Brief Discussion on the Current Bilingual Education of Preschool Children%当前学前儿童双语教育简谈

    Institute of Scientific and Technical Information of China (English)

    张文杰

    2014-01-01

    为迎合当前全球化以及文化多元化发展的需要,社会对双语人才的需求越来越突出,反映在教育上表现为双语教育成为热潮。学前儿童语言学习的关键期决定了学前双语教育的可行性和必然性。但我国目前学前双语教育中仍存在许多问题,解决这些问题势在必行。%In order to meet the requirements of the current global-ization and the development of cultural pluralism, social demands for bilingual talents is more and more prominent, which is re-flected in the upsurge of bilingual education. The current critical period of children's language learning determines the feasibility and inevitability of preschool bilingual education. However, there are still many problems in the current bilingual education in Chi-na, and it is imperative to solve these problems.

  9. Making Bilingualism Work: Developments in Bilingual Education in ASEAN.

    Science.gov (United States)

    Pakir, Ann

    1993-01-01

    Systems of bilingual education in three neighboring countries, Singapore, Malaysia, and Brunei Darussalam are examined in an attempt to understand basic issues. These are all Association of Southeast Asian Nations (ASEAN) countries that fall into the category of Small Young Countries as discussed in Pakir (1992a). (Contains 43 references.) (JL)

  10. Influence of Bilinguism on Socio-Cognitive Personality Development

    OpenAIRE

    Sokolova, I. V.

    2012-01-01

    The paper gives an overeview of foreign studies devoted to bilinguism and its influence on socio-cognitive personality development. Experimental research conducted in the recent years has broken the myth of negative influence of childhood bilinguism. Moreover, based on the comparative analysis, the present research shows the advantages of children and adults grown up in the bilingual environment. Their advantages compared with the monolingual peers include the well-developed meta-lingual abil...

  11. Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual Preschoolers

    Science.gov (United States)

    Aarts, Rian; Demir-Vegter, Serpil; Kurvers, Jeanne; Henrichs, Lotte

    2016-01-01

    The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic…

  12. Bilingual Effects on Cognitive and Linguistic Development: Role of Language, Cultural Background, and Education

    Science.gov (United States)

    Barac, Raluca; Bialystok, Ellen

    2012-01-01

    A total of 104 six-year-old children belonging to 4 groups (English monolinguals, Chinese-English bilinguals, French-English bilinguals, Spanish-English bilinguals) were compared on 3 verbal tasks and 1 nonverbal executive control task to examine the generality of the bilingual effects on development. Bilingual groups differed in degree of…

  13. Assessing the Development of Preschoolers' Mathematical Patterning

    Science.gov (United States)

    Mitchelmore, Michael C.; Papic, Marina M.; Mulligan, Joanne T.

    2011-01-01

    The development of patterning strategies during the year prior to formal schooling was studied in 53 children from 2 similar preschools. One preschool implemented a 6-month intervention focusing on repeating and spatial patterns. Children from the intervention group demonstrated greater understanding of unit of repeat and spatial structuring, and…

  14. Age of first bilingual language exposure as a new window into bilingual reading development*

    OpenAIRE

    Kovelman, Ioulia; Baker, Stephanie A.; Petitto, Laura-Ann

    2008-01-01

    How does age of first bilingual language exposure affect reading development in children learning to read in both of their languages? Is there a reading advantage for monolingual English children who are educated in bilingual schools? We studied children (grades 2–3, ages 7–9) in bilingual Spanish–English schools who were either from Spanish-speaking homes (new to English) or English-speaking homes (new to Spanish), as compared with English-speaking children in monolingual English schools. An...

  15. Implications of Bilingual Development for Specific Language Impairments in Turkey

    Science.gov (United States)

    Topbas, Seyhun

    2011-01-01

    The potential impact of bilingualism on children's language development has emerged as a crucial concern for Turkey, but so far it has not been addressed from the point of view of language disorders. This short review examines the potential impact of bilingual language development for language impairments in Turkey, with special emphasis on the…

  16. Perceived Requirements of MIS Curriculum Implementation in Bilingual Developing Countries

    Science.gov (United States)

    Kabeil, Magdy M.

    2005-01-01

    This paper addresses additional requirements associated with implementing a standard curriculum of Management Information Systems (MIS) in bilingual developing countries where both students and workplace users speak English as a second language. In such countries, MIS graduates are required to develop bilingual computer applications and to…

  17. Cognitive Development of Bilingual Children

    Science.gov (United States)

    Barac, Raluca; Bialystok, Ellen

    2011-01-01

    There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain…

  18. Cognitive Development of Bilingual Children

    Science.gov (United States)

    Barac, Raluca; Bialystok, Ellen

    2011-01-01

    There has always been a common-sense view that the number of languages that children learn, whether through natural exposure or educational intervention, has consequences for their development. The assumption was that these consequences were potentially damaging. Even now, after approximately 50 years of research on the topic, parents remain…

  19. On the Characteristics and Enlightenment of Preschool Bilingual Courses in Singapore:A Case Study on Picture Book Course of an Institute%新加坡学前双语课程特点及启示--以某机构绘本课程为例

    Institute of Scientific and Technical Information of China (English)

    李明慧; 巢虹玉

    2015-01-01

    With the continuous development of preschool cur-riculum and the improvement of China's education, preschool bilingual education has triggered a boom in China. Combining with individual field practice, through the introduction of bilin-gual courses in Singapore in terms of characteristics of objectives, contents, teachers and the environment, this paper concludes its enlightenment to preschool bilingual teaching in China.%随着学前课程的不断发展和我国教育水平的提高,学前双语教育已在中国引发了热潮。本文结合个人现场实践,通过介绍新加坡双语课程在目标、内容、师资以及环境等方面的特点,得出对我国学前双语教学的启示。

  20. Developing Phonological Awareness: Is There a Bilingual Advantage?

    Science.gov (United States)

    Bialystok, Ellen; Majumder, Shilpi; Martin, Michelle M.

    2003-01-01

    Three studies that examine the development of phonological awareness in monolingual and bilingual children K-2. In the first study, monolingual and bilingual children performed equally well on a complex task requiring phoneme substitution. The second replicated these results and demonstrated a significant role for the language of literacy…

  1. Words as Things: Development of Word Concept by Bilingual Children.

    Science.gov (United States)

    Bialystok, Ellen

    1987-01-01

    The development of the concept of word is discussed in terms of specific advantages that might be available to bilingual children when compared with their monolingual peers. Three studies are reviewed in which bilingual children show more advanced understanding of some aspects of the concept of word than do monolingual children (Author/LMO)

  2. Measuring Language Dominance and Bilingual Proficiency Development of Tarahumara Children.

    Science.gov (United States)

    Paciotto, Carla

    This paper examines the language dominance and oral bilingual proficiency of Tarahumara-Spanish speaking students from Chihuahua, Mexico, within the framework of Cummins' model of bilingual proficiency development. Cummins' model distinguishes between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency…

  3. Lexical access and vocabulary development in very young bilinguals.

    Science.gov (United States)

    Poulin-Dubois, Diane; Bialystok, Ellen; Blaye, Agnes; Polonia, Alexandra; Yott, Jessica

    2013-02-01

    This study compares lexical access and expressive and receptive vocabulary development in monolingual and bilingual toddlers. More specifically, the link between vocabulary size, production of translation equivalents, and lexical access in bilingual infants was examined as well as the relationship between the Communicative Development Inventories and the Computerized Comprehension Task. Twenty-five bilingual and 18 monolingual infants aged 24 months participated in this study. The results revealed significant differences between monolingual and bilinguals' expressive vocabulary size in L1 but similar total vocabularies. Performance on the Computerized Comprehension Task revealed no differences between the two groups on measures of both reaction time and accuracy, and a strong convergent validity of the Computerized Comprehension Task with the Communicative Development Inventories was observed for both groups. Bilinguals with a higher proportion of translation equivalents in their expressive vocabulary showed faster access to words in the Computerized Comprehension Task.

  4. Associations between Preschool Language and First Grade Reading Outcomes in Bilingual Children

    Science.gov (United States)

    Davison, Megan Dunn; Hammer, Carol; Lawrence, Frank R.

    2011-01-01

    It is well established that monolingual preschoolers’ oral language development (vocabulary and oral comprehension) contributes to their later reading abilities; however, less is known about this relationship in bilingual populations where children are developing knowledge of two languages. It may be that children’s abilities in one language do not contribute to their reading abilities in their other language or that children’s experiences with either language assist them in developing a common underlying proficiency that they draw upon when learning to read. The purpose of this study was to investigate the relationship among bilingual children’s receptive language development and reading outcomes in first grade. Eighty-one bilingual children who were attending Head Start participated in the study. Growth curve models were used to examine the relationship between children’s language abilities during two years in Head Start and reading outcomes at the end of first grade. Children’s growth in both English and Spanish receptive vocabulary and oral comprehension predicted their English and Spanish reading abilities at the end of first grade within languages. Associations were also observed between languages with growth in English receptive language predicting Spanish reading comprehension and growth in Spanish receptive language predicting English reading comprehension. PMID:21477813

  5. What Clinicians Need to Know about Bilingual Development.

    Science.gov (United States)

    Hoff, Erika; Core, Cynthia

    2015-05-01

    Basic research on bilingual development suggests several conclusions that can inform clinical practice with children from bilingual environments. They include the following: (1) Dual language input does not confuse children. (2) It is not necessary for the two languages to be kept separate in children's experience to avoid confusion. (3) Learning two languages takes longer than learning one; on average, bilingual children lag behind monolingual children in single language comparisons. (4) A dominant language is not equivalent to an only language. (5) A measure of total vocabulary provides the best indicator of young bilingual children's language learning capacity. (6) Bilingual children can have different strengths in each language. (7) The quantity and quality of bilingual children's input in each language influence their rates of development in each language. (8) Immigrant parents should not be discouraged from speaking their native language to their children. (9) Bilingual environments vary enormously in the support they provide for each language, with the result that bilingual children vary enormously in their dual language skills. Empirical findings in support of each conclusion are presented.

  6. Telling Stories in Two Languages: Narratives of Bilingual Preschool Children with Typical and Impaired Language

    Science.gov (United States)

    Iluz-Cohen, Peri; Walters, Joel

    2012-01-01

    Two studies investigated five- and six-year-old preschool children's narrative production in an attempt to show how LI may impinge on narrative production in measurable ways. Study 1 analyzed renderings of familiar stories for group (typical language development vs. language impairment), story content (Jungle Book/Goldilocks) and language…

  7. Main Trands and Prospects of Bilingual Education Development

    Directory of Open Access Journals (Sweden)

    Y. Solntseva-Nakova

    2012-01-01

    Full Text Available The paper deals with the system of bilingual education, its development history, causes and effects of transformation of multi-ethnical education into polycultural one. The correlation between the bilingual and polycultural teaching is emphasized, its intensification resulting from the historical and socio-cultural background, as well as the global trends in philosophy, pedagogy and psychology. The author specifies the term of bilingual teaching; examines its various models emphasizing that their preferences depend on the particular socio-lingual backgrounds; demonstrates the relevance of bilingual teaching resulted from the general trend of economic, cultural and political integration. The advantages of bilingual education are enumerated: the access to information in various spheres and in a broader scale, continuing educational growth and competitiveness in the European and world labor markets. 

  8. Main Trands and Prospects of Bilingual Education Development

    Directory of Open Access Journals (Sweden)

    Y. Solntseva-Nakova

    2015-02-01

    Full Text Available The paper deals with the system of bilingual education, its development history, causes and effects of transformation of multi-ethnical education into polycultural one. The correlation between the bilingual and polycultural teaching is emphasized, its intensification resulting from the historical and socio-cultural background, as well as the global trends in philosophy, pedagogy and psychology. The author specifies the term of bilingual teaching; examines its various models emphasizing that their preferences depend on the particular socio-lingual backgrounds; demonstrates the relevance of bilingual teaching resulted from the general trend of economic, cultural and political integration. The advantages of bilingual education are enumerated: the access to information in various spheres and in a broader scale, continuing educational growth and competitiveness in the European and world labor markets. 

  9. The Development of Bimodal Bilingualism: Implications for Linguistic Theory.

    Science.gov (United States)

    Lillo-Martin, Diane; de Quadros, Ronice Müller; Pichler, Deborah Chen

    2016-01-01

    A wide range of linguistic phenomena contribute to our understanding of the architecture of the human linguistic system. In this paper we present a proposal dubbed Language Synthesis to capture bilingual phenomena including code-switching and 'transfer' as automatic consequences of the addition of a second language, using basic concepts of Minimalism and Distributed Morphology. Bimodal bilinguals, who use a sign language and a spoken language, provide a new type of evidence regarding possible bilingual phenomena, namely code-blending, the simultaneous production of (aspects of) a message in both speech and sign. We argue that code-blending also follows naturally once a second articulatory interface is added to the model. Several different types of code-blending are discussed in connection to the predictions of the Synthesis model. Our primary data come from children developing as bimodal bilinguals, but our proposal is intended to capture a wide range of bilingual effects across any language pair.

  10. Lexical access and vocabulary development in very young bilinguals

    Science.gov (United States)

    Poulin-Dubois, Diane; Bialystok, Ellen; Blaye, Agnes; Polonia, Alexandra; Yott, Jessica

    2014-01-01

    This study compares lexical access and expressive and receptive vocabulary development in monolingual and bilingual toddlers. More specifically, the link between vocabulary size, production of translation equivalents, and lexical access in bilingual infants was examined as well as the relationship between the Communicative Development Inventories and the Computerized Comprehension Task. Twenty-five bilingual and 18 monolingual infants aged 24 months participated in this study. The results revealed significant differences between monolingual and bilinguals’ expressive vocabulary size in L1 but similar total vocabularies. Performance on the Computerized Comprehension Task revealed no differences between the two groups on measures of both reaction time and accuracy, and a strong convergent validity of the Computerized Comprehension Task with the Communicative Development Inventories was observed for both groups. Bilinguals with a higher proportion of translation equivalents in their expressive vocabulary showed faster access to words in the Computerized Comprehension Task. PMID:24761135

  11. Policy and Practice in Sign Bilingual Education: Development, Challenges and Directions

    Science.gov (United States)

    Swanwick, Ruth

    2010-01-01

    A sign bilingual approach to the education of deaf children was first introduced in the UK in 1990. This paper reviews the growth of sign bilingual education in the UK and documents significant milestones in the development of sign bilingual policy and practice since the 1980s. This overview demonstrates how key issues in sign bilingual education…

  12. Language, bilingualism, and executive functioning in early development.

    Science.gov (United States)

    Morton, J Bruce

    2010-12-01

    Okanda, et al. (2010) reported new evidence concerning associations between language ability, bilingualism, and executive functioning early in development. The paper adds to a growing body of literature suggesting that bilingualism is associated with advantages in executive functioning generally, and the Dimensional Change Card Sort task in particular. However, as with all findings that hinge on between-group comparisons, there is a need to exercise caution before drawing firm conclusions about the effects of bilingualism on the development of executive control. Several lines of recent evidence are outlined that challenge key assumptions underlying the standard account of the bilingual advantage. Okanda, et al.'s findings are discussed in light of this evidence.

  13. NATIONAL-REGIONAL COMPONENT IN THE TRAINING OFSPECIALISTS FOR THE BILINGUAL EDUCATION OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Neonila Vyacheslavovna Ivanova

    2015-02-01

    Full Text Available Purpose: The article deals with some aspects of the implementation of the content of the national-regional component in the training of future specialists of preschool education.Methodology: Used in the study of the methodological principles: a systematic approach, personality, activity, polysubject (dialogical, cultural, ethnopedagogical. In accordance with the logic of scientific research work is a set of theoretical and empirical methods, the combination of which gives you the opportunity to explore the most confident object of study (methods for the study of teaching experience, methods of theoretical research.Results: Study of research and teaching experience in the implementation of national and regional content component of professional training for communicative language development of preschool children in a multilingual context and the dialogue of cultures.Practical implications: Еducational system of higher education.

  14. Influence of Bilinguism on Socio-Cognitive Personality Development

    Directory of Open Access Journals (Sweden)

    I. V. Sokolova

    2012-01-01

    Full Text Available The paper gives an overeview of foreign studies devoted to bilinguism and its influence on socio-cognitive personality development. Experimental research conducted in the recent years has broken the myth of negative influence of childhood bilinguism. Moreover, based on the comparative analysis, the present research shows the advantages of children and adults grown up in the bilingual environment. Their advantages compared with the monolingual peers include the well-developed meta-lingual abilities and executive functions - executive control, attention, planning, concentration, rejection of inessential information - necessary for fulfilling verbal tasks and activity control. The paper emphasizes the influence of bilinguism on cognitive decentration, ability to learn foreign languages and develop higher social sensitivity regarding both verbal and non-verbal communication (i.e. interpretation of mimics, gestures, intonations, and more adequate reaction to communicative behavior of surrounding people.The author concludes that bilinguism stimulates creativity, facilitates divergent thinking necessary for observing a variety of possible solutions and creative ideas development. Bilingual skills broaden children’s mental horizons leaving them more prepared for adult life compared to their monolingual peers. 

  15. Expanding the Horizons for Critical Literacy in a Bilingual Preschool Classroom: Children's Responses in Discussions with Gender-Themed Picture Books

    Science.gov (United States)

    Kim, So Jung

    2016-01-01

    The current study explores how picture books can be used in bilingual classrooms to support more critical understandings of gender stereotypes by preschool children. The research uses a reader-response perspective that stresses the importance of the reader's role in interpreting texts as well as sociocultural theory to analyze the social dynamics…

  16. Predicting Bilingual Spanish-English Children's Phonological Awareness Abilities from Their Preschool English and Spanish Oral Language

    Science.gov (United States)

    Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.; Hammer, Carol S.

    2011-01-01

    This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish-English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children's 2 years in…

  17. Predicting Bilingual Spanish-English Children's Phonological Awareness Abilities from Their Preschool English and Spanish Oral Language

    Science.gov (United States)

    Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.; Hammer, Carol S.

    2011-01-01

    This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish-English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children's 2 years in…

  18. Deaf Children's Developing Sign Bilingualism: Dimensions Of Language Ability, Use And Awareness

    OpenAIRE

    Swanwick, Ruth Anne

    2000-01-01

    The focus of this study is deafchildren's developing bilingualism in British Sign Language and English (sign bilingualism). Sign bilingualism differs from bilingualism in two spoken languages in that the two languages are differently perceived and produced. This thesis explores individual sign bilingualism focusing on ways in which deaf children use their two languages, their perception of the differences between them and the influences that that two languages have on each other. It is argued...

  19. Bilingual Environment and Bilingual Development of Korean-Chinese Children in Yanji, China

    Science.gov (United States)

    Choi, Hyewon Park; Won, Young Mee; Lee, Kwee-Ock

    2004-01-01

    The purpose of this study was to explore the extent of children's access to media and the relation between the use of media and language development, including its determinants, among Korean-Chinese bilingual children in Yanji, China. Questionnaires were answered by 258 grade four students and their parents. The results indicated that these…

  20. Relationship between the Onset Age of Bilingualism and Development of Cognitive Control among Nigerians

    Directory of Open Access Journals (Sweden)

    Yasir Bdaiwi Jasim Al-Shujairi

    2016-02-01

    Full Text Available An increasing body of studies suggests that bilingual persons are better than monolinguals on a variety of cognitive measures. Thus, the present study investigates the relationship between the onset age of bilingual and the development of cognitive control among Nigerians. 10 bilingual students studying at University Putra Malaysia have been selected to participate in this study.  They are divided into two groups: 5 early and 5 late bilinguals. The data are collected using online English proficiency test and E-prime software as instruments. Both groups are examined for English proficiency and performance on a flanker task. The result demonstrates that early bilinguals are more proficient in English than late bilinguals. Moreover, early bilingual performs better than late bilingual on flanker task. Based on these findings, it can be concluded that being early active bilinguals tend to have greater advantages in cognitive control and higher language proficiency. Keywords: onset age, bilingualism, and cognitive control

  1. CONSTRUCTION ENVIRONMENT EDUCATION DEVELOPMENT ACTIVITY FOR CHILDREN PRE-SCHOOL

    OpenAIRE

    MA. TRAN THI THUY NGA; MA. PHAM THI YEN

    2015-01-01

    Education motor development contribute to the comprehensive development of pre-school children. Building educational environment for young athletes develop in pre-school is one of many issues of concern in the current stage of pre-school education in Vietnam.

  2. Language Profiles of Monolingual and Bilingual Finnish Preschool Children at Risk for Language Impairment

    Science.gov (United States)

    Westman, Martin; Korkman, Marit; Mickos, Annika; Byring, Roger

    2008-01-01

    Background: A large proportion of children are exposed to more than one language, yet research on simultaneous bilingualism has been relatively sparse. Traditionally, there has been concern that bilingualism may aggravate language difficulties of children with language impairment. However, recent studies have not found specific language impairment…

  3. Bilingual effects on cognitive and linguistic development: role of language, cultural background, and education.

    Science.gov (United States)

    Barac, Raluca; Bialystok, Ellen

    2012-01-01

    A total of 104 six-year-old children belonging to 4 groups (English monolinguals, Chinese-English bilinguals, French-English bilinguals, Spanish-English bilinguals) were compared on 3 verbal tasks and 1 nonverbal executive control task to examine the generality of the bilingual effects on development. Bilingual groups differed in degree of similarity between languages, cultural background, and language of schooling. On the executive control task, all bilingual groups performed similarly and exceeded monolinguals; on the language tasks the best performance was achieved by bilingual children whose language of instruction was the same as the language of testing and whose languages had more overlap. Thus, executive control outcomes for bilingual children are general but performance on verbal tasks is specific to factors in the bilingual experience.

  4. Effects of SES on literacy development of deaf signing bilinguals.

    Science.gov (United States)

    Twitchell, Paul; Morford, Jill P; Hauser, Peter C

    2015-01-01

    Research on spoken-language monolinguals and bilinguals has shown that socioeconomic status significantly affects literacy outcomes. One explanation for this effect is that children in higher-SES homes have better oral proficiency in the language of literacy instruction (Hoff, 2013; Zhang et al., 2013). American Sign Language-English deaf bilingual children exhibit a unique profile because they achieve L2 literacy without prior development of spoken L2 proficiency. This provides an opportunity to evaluate the role of SES in literacy development without the confounding effect of the influence of spoken-language proficiency. The present study evaluated effects of SES and ASL proficiency on 135 deaf signing bilinguals' English reading proficiency. Although SES and ASL proficiency were not correlated in this sample, both factors were significant predictors of reading proficiency. The implications of these findings for educational reform in schools with deaf students are discussed.

  5. Developing creativity in Montessori preschool class

    OpenAIRE

    KYSELOVÁ, Soňa

    2011-01-01

    The aim of this work is to point out the possibilities of developing creativity in a preschool classroom, which works by the philosophy of Montessori pedagogy that is sometimes critisised as too strict and not offering enough space for creativity and fantasy. The theoretical part will content characterisation of creativity and pedagogy of Maria Montessori, concept of creativity as perceived by Maria Montessori, art exploitation for developing creativity and it´s assertion in Montesori classro...

  6. "Bilingualism in Development: Language, Literacy, and Cognition," by Ellen Bialystok. Book Review.

    Science.gov (United States)

    Minami, Masahiko

    2002-01-01

    This book assembles a wide range of research on children's language development, interprets it with analyses of how bilingualism affects that development, and, above all, breaks the myths surrounding bilingualism and bilingual education. The urgency about introducing language minority children to English immediately in schools, and about…

  7. The Effect of Bilingualism on Child Development. An Investigation in South Tyrol.

    Science.gov (United States)

    Gallerano, Brigitte Heuer

    1986-01-01

    An examination of the influence of early bilingualism (German and Italian) on personality, social behavior, perception, and linguistic competence of four- to six-year-old Italian preschoolers (N=65) found no significant differences in social behavior, but some differences in terms of self-confidence, self-control, memory, and oral skills. (CB)

  8. The Effect of Bilingualism on Child Development. An Investigation in South Tyrol.

    Science.gov (United States)

    Gallerano, Brigitte Heuer

    1986-01-01

    An examination of the influence of early bilingualism (German and Italian) on personality, social behavior, perception, and linguistic competence of four- to six-year-old Italian preschoolers (N=65) found no significant differences in social behavior, but some differences in terms of self-confidence, self-control, memory, and oral skills. (CB)

  9. Bimodal Bilingual Language Development of Hearing Children of Deaf Parents

    Science.gov (United States)

    Hofmann, Kristin; Chilla, Solveig

    2015-01-01

    Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5,…

  10. Bilingualism and the Development of Executive Function: The Role of Attention

    Science.gov (United States)

    Bialystok, Ellen

    2015-01-01

    This paper reviews research examining the effect of bilingualism on children’s cognitive development, and in particular, executive function. Studies reporting bilingual advantages in various tasks are described with the purpose of identifying the process or executive function component that might be responsible for this bilingual advantage. Several possibilities are discussed, such as inhibitory control. Finally, the role of attention is proposed as a fundamental process that initiates developmental differences in bilingual children from as early as infancy. PMID:26019718

  11. Bilingualism and the Development of Executive Function: The Role of Attention.

    Science.gov (United States)

    Bialystok, Ellen

    2015-06-01

    This paper reviews research examining the effect of bilingualism on children's cognitive development, and in particular, executive function. Studies reporting bilingual advantages in various tasks are described with the purpose of identifying the process or executive function component that might be responsible for this bilingual advantage. Several possibilities are discussed, such as inhibitory control. Finally, the role of attention is proposed as a fundamental process that initiates developmental differences in bilingual children from as early as infancy.

  12. Exploring Bilingual Books with Five Chinese First Graders: Children's Responses and Biliteracy Development

    Science.gov (United States)

    Hu, Ran; Chen, Xiaoning; Li, Xiuping

    2012-01-01

    This qualitative case study examines how five Chinese first graders responded to bilingual English/Chinese picture books and how bilingual books used during an eight-week study session impacted their bilingual and biliteracy development. Reader response and socio-cultural theories were the theoretical perspectives that underpin this study. Four…

  13. The Importance of Being Bilingual: The effects of bilingualism on cognitive development and the role of language valorisation

    OpenAIRE

    Elín Arnarsdóttir 1985

    2012-01-01

    Supported by numerous studies, bilingualism has been linked to both cognitive advantages as well as disadvantages in children’s cognitive development. Previous data mostly revealed negative outcomes but following an increased emphasis on methodological precision during experiments, tables have turned and results have appeared both negative and positive (Diaz, 1983). Research conducted by Bialystok (1999) has indicated increased concentration abilities among bilinguals, Hakuta and Diaz (198...

  14. Thinking for Speaking and Cross-Linguistic Transfer in Preschool Bilingual Children

    Science.gov (United States)

    Nicoladis, Elena; Rose, Alyssa; Foursha-Stevenson, Cassandra

    2010-01-01

    Bilingual children sometimes produce constructions influenced by their other language (cross-linguistic transfer). Transfer can often be predicted by the existence of overlapping and ambiguous constructions in both languages. In this paper, we investigate whether cross-linguistic transfer occurs when overlapping constructions exist, but there are…

  15. Monolingual and Bilingual Preschoolers' Use of Gestures to Interpret Ambiguous Pronouns

    Science.gov (United States)

    Yow, W. Quin

    2015-01-01

    Young children typically do not use order-of-mention to resolve ambiguous pronouns, but may do so if given additional cues, such as gestures. Additionally, this ability to utilize gestures may be enhanced in bilingual children, who may be more sensitive to such cues due to their unique language experience. We asked monolingual and bilingual…

  16. Predicting bilingual Spanish–English children’s phonological awareness abilities from their preschool English and Spanish oral language

    Science.gov (United States)

    Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.; Hammer, Carol S.

    2012-01-01

    This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish–English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children’s 2 years in Head Start for a total of four measurement occasions. Phonological awareness was assessed during the spring of children’s kindergarten year. Results indicated that English receptive vocabulary at the end of preschool predicted English phonological awareness abilities in kindergarten, whereas Spanish vocabulary was observed to have a negative predictive relationship with children’s English phonological awareness abilities. However, after controlling for English vocabulary, Spanish vocabulary no longer had an effect on English phonological awareness. Broad receptive language abilities in English and Spanish did not predict later English phonological awareness skills. PMID:23258945

  17. Supporting Children's Oral Language Development in the Preschool Classroom

    Science.gov (United States)

    Whorrall, Jennifer; Cabell, Sonia Q.

    2016-01-01

    Supporting children's oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engage children in the kinds of conversations that foster the development of rich oral language skills. Teachers hoping to support these skills can provide children…

  18. Supporting Children's Oral Language Development in the Preschool Classroom

    Science.gov (United States)

    Whorrall, Jennifer; Cabell, Sonia Q.

    2016-01-01

    Supporting children's oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engage children in the kinds of conversations that foster the development of rich oral language skills. Teachers hoping to support these skills can provide children…

  19. Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade

    Science.gov (United States)

    Rinaldi, Claudia; Paez, Mariela

    2008-01-01

    This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a…

  20. Teacher-Assigned Literacy Events in a Bimodal, Bilingual Preschool with Deaf and Hearing Children

    Science.gov (United States)

    Kristoffersen, Ann Elise; Simonsen, Eva

    2014-01-01

    This article reports on a study of literacy practices in a Norwegian preschool where deaf and hearing children are enrolled in the same group and where communication is based on both sign language and spoken language. The aim of the study was to explore pathways to literacy for young deaf children within this setting. Our implicit assumption is…

  1. Social Competence, Cultural Orientations and Gender Differences: A Study of Mandarin-English Bilingual Preschoolers

    Science.gov (United States)

    Ren, Yonggang; Wyver, Shirley

    2016-01-01

    This study investigated whether host and heritage cultural orientations were associated with Chinese preschoolers' social competence and whether such associations varied across gender in Western contexts. Ninety-six Chinese-Australian children aged 36-69 months from 15 childcare centres in Sydney participated in the study. The General Ethnicity…

  2. Pre-School Attendance and Child Development

    DEFF Research Database (Denmark)

    Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz

    , of total work experiences, ages and hourly wages of staff members. Those indicators show the expected correlations with children's development outcomes, better day-care quality being linked to better child outcomes ten years later. We use rich administrative information about the children's background......Earlier research suggests that children's development is shaped in their early years of life. This paper examines whether differences in day-care experiences during pre-school age are important for children's cognitive and language development at the age of 15. The analysis is based on class...... performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark...

  3. Vowel Development in an Emergent Mandarin-English Bilingual Child: A Longitudinal Study

    Science.gov (United States)

    Yang, Jing; Fox, Robert A.; Jacewicz, Ewa

    2015-01-01

    This longitudinal case study documents the emergence of bilingualism in a young monolingual Mandarin boy on the basis of an acoustic analysis of his vowel productions recorded via a picture-naming task over 20 months following his enrollment in an all-English (L2) preschool at the age of 3;7. The study examined (1) his initial L2 vowel space, (2)…

  4. Vowel Development in an Emergent Mandarin-English Bilingual Child: A Longitudinal Study

    Science.gov (United States)

    Yang, Jing; Fox, Robert A.; Jacewicz, Ewa

    2015-01-01

    This longitudinal case study documents the emergence of bilingualism in a young monolingual Mandarin boy on the basis of an acoustic analysis of his vowel productions recorded via a picture-naming task over 20 months following his enrollment in an all-English (L2) preschool at the age of 3;7. The study examined (1) his initial L2 vowel space, (2)…

  5. Bilingualism and the Development of Executive Function: The Role of Attention

    OpenAIRE

    Bialystok, Ellen

    2015-01-01

    This paper reviews research examining the effect of bilingualism on children’s cognitive development, and in particular, executive function. Studies reporting bilingual advantages in various tasks are described with the purpose of identifying the process or executive function component that might be responsible for this bilingual advantage. Several possibilities are discussed, such as inhibitory control. Finally, the role of attention is proposed as a fundamental process that initiates develo...

  6. Immigrant Parents' Choice of a Bilingual versus Monolingual Kindergarten for Second-Generation Children: Motives, Attitudes, and Factors

    Science.gov (United States)

    Schwartz, Mila; Moin, Victor; Leikin, Mark; Breitkopf, Anna

    2010-01-01

    This study investigated how immigrant parents describe and explain their family language policy concerning their child's preschool bilingual development, and also explored the factors linked to the parents' choice of bilingual or monolingual kindergarten for their child. The study design was based on a comparison of 2 groups of parents: those who…

  7. Immigrant Parents' Choice of a Bilingual versus Monolingual Kindergarten for Second-Generation Children: Motives, Attitudes, and Factors

    Science.gov (United States)

    Schwartz, Mila; Moin, Victor; Leikin, Mark; Breitkopf, Anna

    2010-01-01

    This study investigated how immigrant parents describe and explain their family language policy concerning their child's preschool bilingual development, and also explored the factors linked to the parents' choice of bilingual or monolingual kindergarten for their child. The study design was based on a comparison of 2 groups of parents: those who…

  8. Developing and Using Big Data Archives to Quantify Disfluency and Stuttering in Bilingual Children.

    Science.gov (United States)

    Brundage, Shelley B; Corcoran, Tayler; Wu, Catherine; Sturgill, Charlotte

    2016-05-01

    Worldwide, bilingualism is the rule rather than the exception, and yet we have surprisingly little research data on the fluency development of bilingual children, and even less information on their potential risk for stuttering. Many variables influence a bilingual child's language, speech, and fluency development (e.g., amount of exposure to each language); controlling these variables in research studies necessitates large numbers of bilingual participants. The frequency and types of typical disfluencies in the speech of young children are also varied. In addition, stuttering is also variable in its presentation, and when we assess bilingual children for the presence of stuttering we are adding yet another layer of complexity. This article reviews research on typical disfluencies in monolingual and bilingual speakers, and how this information might be useful clinically. We provide examples from our laboratory to illustrate how computerized language analysis (CLAN) can be used over time to track the behaviors of research participants. We also present data on the identification of stuttering in bilingual children. We discuss challenges to studying bilingual speakers and how big data initiatives such as TalkBank address these challenges to increase our understanding of bilingual fluency development.

  9. Bilinguality and SES: approaching non-singular factor to a childs cognitive development

    Directory of Open Access Journals (Sweden)

    Risa Rumentha Simanjuntak

    2015-02-01

    Full Text Available Article attempted to argue that bilingualism have positive contributions toward a childs cognitive development. By applying library research the discussion is focused on the contribution bilingualism had in mitigating socioeconomic detrimental effects on a childs learning. Article started with discussing aspects of cognition, especially those shown through speech productions, of a bilingual child, then moving forward to discuss previous findings and arguments from the research pertaining to the issue of low socioeconomic status (henceforth SES and cognition. Finally, the discussion concluded that bilingualism should be discussed as a complex system of learning and not as separate strands of a childs learning.

  10. Problems of the Development of Alternative Forms of Preschool Education

    Science.gov (United States)

    Ballaeva, E. A.

    2014-01-01

    An insufficient number of affordable places in Russia's preschool system is affecting the educational development of many young children and reducing the number of mothers who could be working in the economy.

  11. Problems of the Development of Alternative Forms of Preschool Education

    Science.gov (United States)

    Ballaeva, E. A.

    2014-01-01

    An insufficient number of affordable places in Russia's preschool system is affecting the educational development of many young children and reducing the number of mothers who could be working in the economy.

  12. PSYCHOSENSORIMOTOR DEVELOPMENT OF PRESCHOOLERS WITH MILD CASE OF PSEUDOBULBAR DYSARTHRIA

    OpenAIRE

    2012-01-01

    The article covers the research of connection between mental, sensor and motor development, sensorimotor, ideomotor and emotional-motor reactions and also their variations by preschoolers with mild case of pseudobulbar dysarthria. The aim of the research is in theoretical study of specification of psychosensorimotor development of preschoolers with mild case of pseudobulbar dysarthria. Novelty of the research is in substantiation of the theoretical importance of studying psychosensorimotor de...

  13. New Approach to Develop a Bilingual Compiler

    Directory of Open Access Journals (Sweden)

    Shampa Banik

    2014-02-01

    Full Text Available This research work presents a development of a Bangla programming language along with its compiler with an aim to introduce the programming language to the beginner through mother tongue. The syntax and construction of the programming language has been kept similar to BASIC language by considering the fact that BASIC is very easier in terms of its syntax, which is reasonably applicable as an introductory language for new programmer. A compiler has been developed for the proposed programming language that compile the source code into an intermediate code which is optimized. We have developed our system in Java. Our software is an efficient translation engine which can translate English source code to Bangla source code. We have implemented the system with a lot of test cases to identify what aspects of the system best explain their relative performance.

  14. Effects of input on the early grammatical development of bilingual children

    NARCIS (Netherlands)

    Blom, W.B.T.

    2010-01-01

    This study investigates the language development of 2- to 3-year-old Turkish–Dutch bilingual children with different amounts of input quan-tity. Developmental patterns in spontaneous speech data of the bilingual children are compared to those of monolingual children of the same age. It is found that

  15. Effects of input on the early grammatical development of bilingual children

    NARCIS (Netherlands)

    Blom, E.

    2010-01-01

    This study investigates the language development of 2- to 3-year-old Turkish-Dutch bilingual children with different amounts of input quan-tity. Developmental patterns in spontaneous speech data of the bilingual children are compared to those of monolingual children of the same age. It is found that

  16. Two Languages, One Developing Brain: Event-Related Potentials to Words in Bilingual Toddlers

    Science.gov (United States)

    Conboy, Barbara T.; Mills, Debra L.

    2006-01-01

    Infant bilingualism offers a unique opportunity to study the relative effects of language experience and maturation on brain development, with each child serving as his or her own control. Event-related potentials (ERPs) to words were examined in 19- to 22-month-old English-Spanish bilingual toddlers. The children's dominant vs. nondominant…

  17. Major Obstacles Limiting the Development of Bilingual Education in Chinese College

    Science.gov (United States)

    Gu, Tian-shi

    2010-01-01

    Bilingual education is introduced in many Chinese colleges today. A number of studies on bilingual education have been done, but few has significant outcome. From a completely new perspective, the author suggests that there are several major obstacles limiting the development of the new trend, i.e., the limited competent faculty, limited…

  18. Getting Started Without a System: From Phonetics to Phonology in Bilingual Development.

    Science.gov (United States)

    Vihman, Marilyn May

    2002-01-01

    Argues that the question of whether bilinguals initially have one or two phonetic systems is out of place, because before the child develops a fairly substantial vocabulary of about 100 words, there is no system at all. This is supported by analyses of early word patterns drawn from three bilingual children. (Author/VWL)

  19. Effects of input on the early grammatical development of bilingual children

    NARCIS (Netherlands)

    Blom, E.

    2010-01-01

    This study investigates the language development of 2- to 3-year-old Turkish-Dutch bilingual children with different amounts of input quan-tity. Developmental patterns in spontaneous speech data of the bilingual children are compared to those of monolingual children of the same age. It is found that

  20. Effects of input on the early grammatical development of bilingual children

    NARCIS (Netherlands)

    Blom, W.B.T.

    2010-01-01

    This study investigates the language development of 2- to 3-year-old Turkish–Dutch bilingual children with different amounts of input quan-tity. Developmental patterns in spontaneous speech data of the bilingual children are compared to those of monolingual children of the same age. It is found that

  1. The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew

    Science.gov (United States)

    Schwartz, Mila; Taha, Haitham; Assad, Hanan; Khamaisi, Ferdos; Eviatar, Zohar

    2016-01-01

    Purpose: The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or…

  2. Individual Differences in the Lexical Development of French-English Bilingual Children

    Science.gov (United States)

    David, Annabelle; Wei, Li

    2008-01-01

    The large and rapidly expanding body of literature on bilingual acquisition is mostly comprised of either single-case or cross-sectional studies. While these studies have made major contributions to our understanding of bilingual children's language development, they do not allow researchers to compare and contrast results with regard to…

  3. A Bilingual Education Professional Development Project for Primary Tibetan Teachers in China: The Experience and Lessons Learned

    Science.gov (United States)

    Gouleta, Eirini

    2012-01-01

    This paper examines bilingual education policies and practices in China and the interconnection and influences of the west in the new developments in bilingual education in this country. It focuses on bilingual education in Tibetan areas considering the sociopolitical context, the Tibetan tradition, and the current developments and new knowledge…

  4. METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Fedorova Svetlana Yurievna

    2013-04-01

    Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used: the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing. The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps: diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions. The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers.

  5. METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Светлана Юрьевна Федорова

    2013-05-01

    Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used:  the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing.The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps:  diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions.The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers. DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-31

  6. Cross-Linguistic Interactions Influence Reading Development in Bilinguals: A Comparison between Early Balanced French-Basque and Spanish-Basque Bilingual Children

    Science.gov (United States)

    Lallier, Marie; Acha, Joana; Carreiras, Manuel

    2016-01-01

    This study investigates whether orthographic consistency and transparency of languages have an impact on the development of reading strategies and reading sub-skills (i.e. phonemic awareness and visual attention span) in bilingual children. We evaluated 21 French (opaque)-Basque (transparent) bilingual children and 21 Spanish (transparent)-Basque…

  7. Cross-Linguistic Interactions Influence Reading Development in Bilinguals: A Comparison between Early Balanced French-Basque and Spanish-Basque Bilingual Children

    Science.gov (United States)

    Lallier, Marie; Acha, Joana; Carreiras, Manuel

    2016-01-01

    This study investigates whether orthographic consistency and transparency of languages have an impact on the development of reading strategies and reading sub-skills (i.e. phonemic awareness and visual attention span) in bilingual children. We evaluated 21 French (opaque)-Basque (transparent) bilingual children and 21 Spanish (transparent)-Basque…

  8. Juegos - Cuentos - Cantos - Y - Rimas. Programa Piloto de Entrenamiento Para El Asociado Bilinque y Bicultural En El Desarrollo del Nino: Guia XII [Games - Stories - Songs -And - Rhymes. Pilot Program for the Training of Bilingual and Bicultural Teachers for the Cognitive Development of the Child: Guide XII].

    Science.gov (United States)

    de Celis, Margarita

    This Child Development Associate (CDA) training module, the twelfth in a series of 16, is designed for preschool teachers and paraprofessional trainees and contains (in four separate sections) games, stories, songs and rhymes in Spanish that can be used in a bilingual, multicultural classroom setting. The module, written in Spanish, offers…

  9. Juegos - Cuentos - Cantos - Y - Rimas. Programa Piloto de Entrenamiento Para El Asociado Bilinque y Bicultural En El Desarrollo del Nino: Guia XII [Games - Stories - Songs -And - Rhymes. Pilot Program for the Training of Bilingual and Bicultural Teachers for the Cognitive Development of the Child: Guide XII].

    Science.gov (United States)

    de Celis, Margarita

    This Child Development Associate (CDA) training module, the twelfth in a series of 16, is designed for preschool teachers and paraprofessional trainees and contains (in four separate sections) games, stories, songs and rhymes in Spanish that can be used in a bilingual, multicultural classroom setting. The module, written in Spanish, offers…

  10. Factors of Bilingualism Development in Today’s Kabardino-Balkaria: Problem Definition

    Directory of Open Access Journals (Sweden)

    Svetlana K. Bashieva

    2013-01-01

    Full Text Available This article considers the issues of bilingualism development in the Kabardino-Balkarian Republic as a multidimensional (multi-aspect problem, the solution of which is focused on such factors as the age of linguistic personality, environment and communication conditions of linguistic personality, social status of linguistic personality, functional status of the used languages, ethnical culture, etc. In this context the authors consider linguistic personality as a type of bilingual linguistic personality in invariant model, formed in mono- and poly-ethnic environment. The listed factors influence linguistic and speech competences of the bilingual personality, which depend on the type of bilingualism. Thus, coordinative bilingual personality has identical linguistic and speech competences when interacting both native (Kabardin or Balkarian and Russian languages. Subordinative bilingual personality has insufficient knowledge of the second language, typical for mono-ethnic environment, which certainly impacts his/her linguistic, speech and communicative competences. Functional bilingualism is the most wide-spread type of bilingualism in poly-ethnic environment.

  11. The Development of a Bilingual Interactive Video to Improve Physical Activity and Healthful Eating in a Head Start Population

    Directory of Open Access Journals (Sweden)

    Veronica Piziak

    2014-12-01

    Full Text Available The prevalence of obesity in the Hispanic preschool population remains elevated, particularly among children in low income families below the poverty level. Obesity leads to the early onset of metabolic syndrome and Type 2 diabetes. The Head Start population of Texas is largely comprised of this high risk group. Their physical activity level is suboptimal in part due to lack of available outside play areas and time spent watching television and playing sedentary video games. Dietary intake is frequently high in sugar sweetened beverages and low in vegetables. The group is frequently bilingual with limited vocabulary and has not learned to read. Preserving their Mexican American culture is a concern. This article describes the development and assessment of a group of bilingual interactive video interventions to improve age appropriate physical activity while providing basic nutrition education focusing on increasing vegetable and water intake and decreasing sugar sweetened beverages. Suggestions for development and assessment of content were provided by focus groups of Head Start teachers, managers and dietitians in the Texas counties of Bastrop, Hidalgo and McLennon. A demonstration of the videos was conducted in Bastrop County. Teachers, students and managers felt that the videos provided excellent information, improved exercise participation and engaged the children.

  12. Producing Bilinguals through Immersion Education: Development of Metalinguistic Awareness

    Science.gov (United States)

    Bialystok, Ellen; Peets, Kathleen F.; Moreno, Sylvain

    2014-01-01

    This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124…

  13. Childcare Quality and Preschoolers' Math Development

    Science.gov (United States)

    Choi, Ji Young; Dobbs-Oates, Jennifer

    2014-01-01

    This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…

  14. Childcare Quality and Preschoolers' Math Development

    Science.gov (United States)

    Choi, Ji Young; Dobbs-Oates, Jennifer

    2014-01-01

    This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…

  15. Development of Spanish Consonants in Preschool Children.

    Science.gov (United States)

    Acevedo, Mary Ann

    1993-01-01

    This study tested the production of 18 Spanish consonants by 120 Mexican-American preschool children (ages 3-5), to determine the age of acquisition of Spanish consonants. Data are provided on percent of correct production of each sound at six different age levels and are graphically illustrated to compare age of acquisition with another study's…

  16. Social Skills Development for Preschool Children with Visual Impairments.

    Science.gov (United States)

    Farrenkopf, Carol; And Others

    Social skills development of preschool children with visual impairments is discussed. A review of the literature considers the field of child development and social cognition, the effect of blindness on child development, and the effects of blindness on social cognition. Three areas concerning the development of social skills for children with…

  17. How age of bilingual exposure can change the neural systems for language in the developing brain: a functional near infrared spectroscopy investigation of syntactic processing in monolingual and bilingual children.

    Science.gov (United States)

    Jasinska, K K; Petitto, L A

    2013-10-01

    Is the developing bilingual brain fundamentally similar to the monolingual brain (e.g., neural resources supporting language and cognition)? Or, does early-life bilingual language experience change the brain? If so, how does age of first bilingual exposure impact neural activation for language? We compared how typically-developing bilingual and monolingual children (ages 7-10) and adults recruit brain areas during sentence processing using functional Near Infrared Spectroscopy (fNIRS) brain imaging. Bilingual participants included early-exposed (bilingual exposure from birth) and later-exposed individuals (bilingual exposure between ages 4-6). Both bilingual children and adults showed greater neural activation in left-hemisphere classic language areas, and additionally, right-hemisphere homologues (Right Superior Temporal Gyrus, Right Inferior Frontal Gyrus). However, important differences were observed between early-exposed and later-exposed bilinguals in their earliest-exposed language. Early bilingual exposure imparts fundamental changes to classic language areas instead of alterations to brain regions governing higher cognitive executive functions. However, age of first bilingual exposure does matter. Later-exposed bilinguals showed greater recruitment of the prefrontal cortex relative to early-exposed bilinguals and monolinguals. The findings provide fascinating insight into the neural resources that facilitate bilingual language use and are discussed in terms of how early-life language experiences can modify the neural systems underlying human language processing.

  18. Inquiry based learning in science education and mathematics for developing bilinguals

    OpenAIRE

    Nataliya H. Pavlova; Dragomir V. Marchev; Borislav St. Borisov; Krasimir V. Harizanov

    2015-01-01

    This article studies the problem of teaching bilingual children. A definition of “developing bilingual” is proposed. The article presents an example of the application of inquiry based learning through which students develop not only math skills but also lexical capabilities. This study offers levels of differentiation in different groups of students. The paper determines advantages and disadvantages of the use of Inquiry Based Learning in developing bilingual groups.

  19. Inquiry based learning in science education and mathematics for developing bilinguals

    Directory of Open Access Journals (Sweden)

    Nataliya H. Pavlova

    2015-09-01

    Full Text Available This article studies the problem of teaching bilingual children. A definition of “developing bilingual” is proposed. The article presents an example of the application of inquiry based learning through which students develop not only math skills but also lexical capabilities. This study offers levels of differentiation in different groups of students. The paper determines advantages and disadvantages of the use of Inquiry Based Learning in developing bilingual groups.

  20. Development and preliminary validation of Chinese preschoolers' eating behavior questionnaire.

    Directory of Open Access Journals (Sweden)

    Xun Jiang

    Full Text Available BACKGROUND: The objective of this study was to develop a questionnaire for caregivers to assess the eating behavior of Chinese preschoolers. METHODS: To assess children's eating behaviors, 152 items were derived from a broad review of the literature related to epidemiology surveys and the assessment of children's eating behaviors. All of these items were reviewed by 50 caregivers of preschoolers and 10 experienced pediatricians. Seventy-seven items were selected for use in a primary questionnaire. After conducting an exploratory factor analysis and a variability analysis on the data from 313 preschoolers used to evaluate this primary questionnaire, we deleted 39 of these 77 items. A Chinese Preschoolers' Eating Behavior Questionnaire (CPEBQ was finally established from the remaining 38 items. The structure of this questionnaire was explored by factor analysis, and its reliability, validity and discriminative ability were evaluated with data collected from caregivers of 603 preschoolers. RESULTS: The CPEBQ consisted of 7 dimensions and 38 items. The 7 dimensions were food fussiness, food responsiveness, eating habit, satiety responsiveness, exogenous eating, emotional eating and initiative eating. The Cronbach's α coefficient for the questionnaire was 0.92, and the test-retest reliability was 0.72. There were significant differences between the scores of normal-weight, overweight and obese preschoolers when it was referred to food fussiness, food responsiveness, eating habits, satiety responsiveness and emotional eating (p<0.05. Differences in caregiver's education levels also had significant effects on scores for food fussiness, eating habits and exogenous eating (p<0.05. CONCLUSIONS: The CPEBQ satisfies the conditions of reliability and validity, in accordance with psychometric demands. The questionnaire can be employed to evaluate the characteristics of Chinese preschoolers' eating behaviors; therefore, it can be used in child health care

  1. Language development and assessment in the preschool period.

    Science.gov (United States)

    Conti-Ramsden, Gina; Durkin, Kevin

    2012-12-01

    Most young children make significant progress in learning language during the first 4 years of life. Delays or differences in patterns of language acquisition are sensitive indicators of developmental problems. The dynamic, complex nature of language and the variability in the timing of its acquisition poses a number of challenges for the assessment of young children. This paper summarises the key developmental milestones of language development in the preschool years, providing a backdrop for understanding difficulties with language learning. Children with specific language impairment (SLI) are characterised illustrating the types of language difficulties they exhibit. Genetic evidence for language impairment suggests complex interactions among multiple genes of small effect. There are few consistent neurobiological abnormalities and currently there is no identified neurobiological signature for language difficulties. The assessment of young children's language skills thus focuses on the evaluation of their performances in comparison to typically developing peers. Assessment of language abilities in preschool children should involve an evaluation of both expressive and receptive skills and should include an evaluation of more than one dimension of language. The use of a single measure of a language component, such as vocabulary, is considered inadequate for determining whether preschool children have typical language or language impairment. Available evidence supports the inclusion of measures of phonological short-term memory in the assessment of the language abilities of preschool children. Further study of genetic, neurobiological and early behavioural correlates of language impairments in preschool children is needed.

  2. Discussion on the Problem and Solution to Pre-school Bilingual Education of Minority in Xinjiang Province%关于新疆少数民族学前“双语”教育存在的问题及对策探究

    Institute of Scientific and Technical Information of China (English)

    刘上连

    2012-01-01

    Pre-sehool bilingual education plays an important role in bilingual education of minority in Xin- jiang Province. It's also important for the development for national education, national unity and national re- gional economic and cultural. Along with the promotion of bilingual education, there're problems of teaching, fund and teaching material. Pre-school bilingual education of minority in Xinjiang Province still has a long way togo.%学前双语教育是新疆双语教育的重要组成部分,学前双语教育对发展民族教育、促进民族团结、繁荣民族地区经济文化具有重要意义。随着新疆少数民族学前双语教育的逐步推进,师资、经费、教材等问题凸显,新疆少数民族学前“双语”教育发展任重道远。

  3. The development of prosodic features and their contribution to rhythm production in simultaneous bilinguals.

    Science.gov (United States)

    Schmidt, Elaine; Post, Brechtje

    2015-03-01

    This study aims to analyse facilitatory and inhibitory effects of bilingualism on the acquisition of prosodic features, and their contribution to speech rhythm. Here, we concentrate on phrase-final lengthening and accentuation, prosodic features suggested to give rise to different rhythmic percepts even when syllable structure is kept constant across languages. In particular, we investigate whether the development of these two features in Spanish-English simultaneous bilinguals correlates with rhythm development. Our results demonstrate that, as is the case for bilingual rhythm development overall the development of prosodic head- and edge-marking suggests that the two languages are rhythmically separable from around the age of 4, with clearly separate rhythms at the age of 6. Additionally, we can confirm that bilinguals also start out with an even-timed bias in the development of final lengthening and accentuation as reflected by fewer durational differentiations between prosodic syllable types. Furthermore, we can observe the same advantages in bilingual prosodic acquisition in the structurally more complex language that were found in rhythm development. These advantages are manifested by the earlier mastery of robust durational differentiations between syllable types to an adult-like extent. Finally, the comparison with monolingual data demonstrates that bilinguals do, in fact, have an advantage in their development in comparison with monolinguals. We hypothesise that this advantage is borne out of more advanced motor control and possibly more stable mental representations as a result of the dual language input, and dual language production experience.

  4. A Piagetian Method of Evaluating Preschool Children's Development in Classification.

    Science.gov (United States)

    Kamii, Constance; Peper, Robert

    A preschool curriculum for lower class children was developed based on Piaget's theory. Evaluation procedures were developed to parallel a Piagetian curriculum. According to Piagetian theory, the mechanism of classification is the coordination of the intensive and extensive properties of a group of objects. The ability to dichotomously classify…

  5. Preschool development of coloured children in Cape Town ...

    African Journals Online (AJOL)

    Preschool development of coloured children in Cape Town. ... Journal Home > Vol 79, No 6 (1991) >. Log in or Register to get access to full text ... by the screening process. Developmental milestones were similar to those studies reported in the literature. At 12 months the development correlated best with family stability.

  6. Ensenanza Bilingue (Bilingual Education).

    Science.gov (United States)

    Garcia, Ricardo L.

    The purpose of bilingual education is to increase the academic ability and success of the student through the use of the native language as the principal instrument of instruction. The aim is for the student to develop appropriate academic attitudes towards, practical aptitudes in, and a knowledge of the target language. The pamphlet explores…

  7. Developing bilingual learning strategies in mainstream and community contexts

    OpenAIRE

    2007-01-01

    This study set out to enhance theoretical understanding of bilingual learning and devise ways in which it can be built into classroom practice, through action research with children, mainstream teachers and bilingual assistants participating in the Primary National Strategy Pilot for EAL (English as an Additional Language) in the London Borough of Tower Hamlets. Teachers from the children’s Bengali after-school classes were involved via partnership with Tower Hamlets Community Languages Servi...

  8. The role of within-language vocabulary size in children's semantic development: evidence from bilingual children.

    Science.gov (United States)

    Keith, Margaux; Nicoladis, Elena

    2013-09-01

    This study tested whether bilingual children show a lag in semantic development (the schematic-categorical shift) relative to monolingual children due to smaller vocabularies within a language. Twenty French-English bilingual and twenty English monolingual children (seven to ten years old) participated in a picture-naming task in English. Their errors were coded for schematic or categorical relations. The bilingual children made more schematic errors than monolinguals, a difference that was accounted for statistically by vocabulary score differences. This result suggests that within-language vocabulary size is one important factor in semantic development and may explain why bilingual children sometimes show a lag relative to monolingual children in one of their languages, perhaps the language in which they have received less formal instruction.

  9. The Development of Preschoolers' Living Kinds Concept: A Longitudinal Study.

    Science.gov (United States)

    Margett-Jordan, Tessa; Falcon, Rachael G; Witherington, David C

    2016-12-19

    Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers' living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty-five English-speaking 3-year-olds from middle-class families in Albuquerque, NM participated in four testing sessions over 1 year. Indices of understanding included statements that preschoolers generated about various living and nonliving objects, biological properties they attributed to the objects, and their characterization of objects as "alive" or not. Results reveal a multifaceted picture of developmental change in preschoolers' living kinds concept involving both the construction and elaboration of a core biological understanding.

  10. Concurrent Validity of Preschooler Gross Motor Quality Scale with Test of Gross Motor Development-2

    Science.gov (United States)

    Sun, Shih-Heng; Sun, Hsiao-Ling; Zhu, Yi-Ching; Huang, Li-chi; Hsieh, Yueh-Ling

    2011-01-01

    Preschooler Gross Motor Quality Scale (PGMQ) was recently developed to evaluate motor skill quality of preschoolers. The purpose of this study was to establish the concurrent validity of PGMQ using Test of Gross Motor Development-2 (TGMD-2) as the gold standard. One hundred and thirty five preschool children aged from three to six years were…

  11. Bilingualism and Creativity in Early Childhood

    Science.gov (United States)

    Leikin, Mark; Tovli, Esther

    2014-01-01

    This study examined the possible effect of bilingualism on creativity in nonmathematical and mathematical problem solving among bilingual and monolingual preschoolers. Two groups of children (M age = 71.9 months, SD = 3.6) from the same monolingual kindergartens participated in this study: 15 Russian/Hebrew balanced bilinguals and 16 native…

  12. Interactive Reading in Preschool: Improving Practice through Professional Development

    Science.gov (United States)

    Kindle, Karen J.

    2013-01-01

    Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. The actual practice of reading aloud differed greatly among observed classrooms resulting in variations in potential positive effects. This study examines the potential effects of professional…

  13. Sexual abuse prevention training for preschoolers: Implications for moral development

    OpenAIRE

    Berrick, JD

    1991-01-01

    Child sexual abuse prevention education is taught to children of all ages. The youngest students are preschool age children. Many programs focus on the moral ramifications of a sexual assault. The limitations of children's moral development, however, may hinder their ability to understand the concepts presented. In some instances, education may unwittingly foster sentiments of guilt in these very young children. © 1991.

  14. The Need for Motor Development Programs for Visually Impaired Preschoolers.

    Science.gov (United States)

    Palazesi, Margot A.

    1986-01-01

    The paper advocates the development of movement programs for preschool visually impaired children to compensate for their orientation deficits. The author asserts that skills necessary for acquisition of spatial concepts should be taught through movement programs at an early age in the normal developmental sequence instead of attempting to remedy…

  15. Interactive Reading in Preschool: Improving Practice through Professional Development

    Science.gov (United States)

    Kindle, Karen J.

    2013-01-01

    Shared reading is a common practice in preschool classrooms and is purported to develop oral language, print concepts, and listening comprehension. The actual practice of reading aloud differed greatly among observed classrooms resulting in variations in potential positive effects. This study examines the potential effects of professional…

  16. The Rodeo and Cattle Industry -- Its Rich Spanish-Mexican Heritage. A Bilingual-Bicultural Resource Booklet for Teachers, Pre-School through Grade Six.

    Science.gov (United States)

    Archuleta, Lena, Comp.

    This teacher resource book describes the Spanish-Mexican contribution to the cattle industry, rodeo, and cowboy culture. It provides background material, resources, and activities for developing a bilingual-bicultural education course for primary, intermediate, and upper grades. The first three sections discuss the cattle industry, American rodeo,…

  17. Multiple literacies: Linking the research on bilingualism and biliteracies to the practical

    Science.gov (United States)

    Dufresne, Therese; Masny, Diana

    2006-01-01

    The present article addresses the fundamental developmental differences between monolingualism and bilingualism, as outlined in the literature. It takes into account research using qualitative and quantitative methodologies and reviews the advantages and possible disadvantages of bilingualism in preschool children. It then moves on to biliteracies in early childhood education. The questions addressed are: Will the early learning of a second language delay a child’s language development? What effect does bilingualism have on the development of phonemic awareness, and does that have an impact on reading development? Do bilingual children have an advantage over monolingual children? What happens when a child with language impairment is called upon to develop two languages? What are some challenges regarding the acquisition of biliteracies? The present article concludes with recommendations for physicians who counsel bilingual families regarding early childhood literacy promotion and development. PMID:19030328

  18. Analysis on the relationship between language environment and minority preschool bilingual acquisition%浅析语言环境与少数民族学前儿童双语习得之关系

    Institute of Scientific and Technical Information of China (English)

    钟海翔

    2013-01-01

      本文以新疆少数民族学前儿童作为研究对象,从地区语言环境与语言习得理论入手,并根据笔者实际生活中对少数民族学前儿童语言环境的调查,简要阐述了语言环境对少数民族学前儿童双语习得的影响,通过对语言环境的创设,使少数民族幼儿更容易掌握运用语言的技巧,提升双语习得的能力,并提出了创设双语环境的几点建议,希望能对提高少数民族幼儿双语习得能力有所帮助。%In this paper, taking Xinjiang minority preschool children as the research object, according to the theory of language environment and language acquisition, and based on the investigation of minority preschool language environment in the real life, this paper briefly expounds the influence of language environment on minority preschool children bilingual acquisition, through the creation of the language environment, make the ethnic children easier to master the skills of using language, to enhance the ability of bilingual acquisition, and put forward several suggestions to create bilingual environment, hope that can have the help to improve minority preschool bilingual acquisition ability.

  19. Growing up with Frisian and Dutch: The role of language input in the early development of Frisian and Dutch among preschool children in Friesland

    NARCIS (Netherlands)

    J.E. Dijkstra

    2013-01-01

    Bilingual acquisition largely depends on the input that children receive in each language. The more input in a language, the more proficient a child becomes in that language. The current project studied the role of language input among bilingual Frisian-Dutch preschool children (age 2.5-4 years) in

  20. Growing up with Frisian and Dutch: The role of language input in the early development of Frisian and Dutch among preschool children in Friesland

    NARCIS (Netherlands)

    Dijkstra, J.E.

    2013-01-01

    Bilingual acquisition largely depends on the input that children receive in each language. The more input in a language, the more proficient a child becomes in that language. The current project studied the role of language input among bilingual Frisian-Dutch preschool children (age 2.5-4 years) in

  1. A Survey of the Preschool Bilingual Teachers'Attitude to the Bilingual Use of Tibetan and Chinese%学前藏汉双语教师的双语使用态度研究

    Institute of Scientific and Technical Information of China (English)

    蔡红梅; 李姗泽; 尕措吉

    2016-01-01

    研究调查了23所藏区幼儿园教师的藏汉双语能力、双语使用现状及其双语使用态度。结果显示:不同民族教师的藏语和汉语使用存在显著差异,藏族教师的藏语使用以融合性动机为主,汉族教师的藏语使用以工具性动机为主,语言动机是影响学前教师藏汉双语使用态度的主要因素。不同民族的教师对双语传承的态度具有一致性,对双语效益和双语教育的态度存在差异,在学前藏汉双语实践中则体现为两难的矛盾选择。研究提出促进儿童双语能力均衡和共生发展的双语教育取向是最具发展性的语言态度。%The present survey study investigates the bilingual competence , and the use of and attitude towards Tibetan and Chinese languages in classrooms of the bilingual teacher's in 23 kindergartens in the Tibetan‐inhabited areas . The results show that significant differences exist between teachers of different ethnic groups in using Tibetan and Chinese . In using Tibetan , Tibetan teachers are driven mainly by integrative motivation ,while the teachers of Han nationality demonstrate more instrumental motivation . Motivation plays an important role in impacting teachers'attitude towards the use of bilingual languages . The teachers of different ethnic groups share commonalities in their attitude towards the bilingual inheritance , but demonstrate differences in their attitudes towards the benefits of bilinguals and bilingual education , w hich posts a dilemma for teachers in their practice of bilingual teaching . It is claimed that the most developmental attitude to languages is promoting the balanced and symbiotic development of both two languages of children .

  2. The Development of Preschool Children's Musical Abilities through Specific Types of Musical Activities

    Science.gov (United States)

    Stolic, Jasmina

    2015-01-01

    The goal of the conducted research was to explore how much preschool teachers value certain types of musical activities, which positively influence the development of preschool children's musical abilities. The assumption in the research was that preschool teachers would choose musical games as the most prominent activity type in their educational…

  3. BILINGUALITY AND SOCIOECONOMIC STATUS (SES): APPROACHING NON-SINGULAR FACTOR TO A CHILD’S COGNITIVE DEVELOPMENT

    OpenAIRE

    Risa Rumentha Simanjuntak

    2013-01-01

    Article attempted to argue that bilingualism have positive contributions toward a child’s cognitive development. By applying library research the discussion is focused on the contribution bilingualism had in mitigating socioeconomic detrimental effects on a child’s learning. Article started with discussing aspects of cognition, especially those shown through speech productions, of a bilingual child, then moving forward to discuss previous findings and arguments from the research pertaining to...

  4. Working Memory Development in Monolingual and Bilingual Children

    Science.gov (United States)

    Morales, Julia; Calvo, Alejandra; Bialystok, Ellen

    2013-01-01

    Two studies are reported comparing the performance of monolingual and bilingual children on tasks requiring different levels of working memory. In the first study, 56 5-year-olds performed a Simon-type task that manipulated working memory demands by comparing conditions based on two rules and four rules and manipulated conflict resolution demands…

  5. Developing the Bilingual Competence in Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    T. A. Znamenskaya

    2013-01-01

    Full Text Available The paper considers the problem of bilingualism and its effect on the personality of the speaker. Various types of bilingualism are described along with the factors determining the bilingual competence formation: age, individual experience, socio-cultural conditions of the native and foreign language interaction. The author points out both the positive and negative impact on the native language as the result of the second language learning. The special emphasis is on language interference in the process of learning a foreign language. To make sure the students achieve the adequate degree of its authenticity, and therefore the bilingual competence, the teacher should take into account the specificity of national styles, communicative strategies and speech tactics of both languages. A comparative analysis of linguistic differences of the English and Russian languages is demonstrated on the level of phonetics, vocabulary, grammar and national communicative stylistics. The author maintains that successful inter-language and cross-cultural communication requires the integrative cross-disciplinary approach, consolidation of the linguistic theory and methods of foreign language teaching. 

  6. Developing the Bilingual Competence in Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    T. A. Znamenskaya

    2015-02-01

    Full Text Available The paper considers the problem of bilingualism and its effect on the personality of the speaker. Various types of bilingualism are described along with the factors determining the bilingual competence formation: age, individual experience, socio-cultural conditions of the native and foreign language interaction. The author points out both the positive and negative impact on the native language as the result of the second language learning. The special emphasis is on language interference in the process of learning a foreign language. To make sure the students achieve the adequate degree of its authenticity, and therefore the bilingual competence, the teacher should take into account the specificity of national styles, communicative strategies and speech tactics of both languages. A comparative analysis of linguistic differences of the English and Russian languages is demonstrated on the level of phonetics, vocabulary, grammar and national communicative stylistics. The author maintains that successful inter-language and cross-cultural communication requires the integrative cross-disciplinary approach, consolidation of the linguistic theory and methods of foreign language teaching. 

  7. Producing bilinguals through immersion education: Development of metalinguistic awareness.

    Science.gov (United States)

    Bialystok, Ellen; Peets, Kathleen F; Moreno, Sylvain

    2014-01-01

    This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French.

  8. Lexical Development in Mandarin-English Bilingual Children

    Science.gov (United States)

    Sheng, Li; Lu, Ying; Kan, Pui Fong

    2011-01-01

    Two groups of Mandarin-English bilingual children (3-5-year-olds, 6-8-year-olds) participated in a picture identification task and a picture naming task in both languages. Results revealed age-related growth in English, but not Mandarin vocabulary. Composite vocabulary was larger than either single-language vocabulary in the younger children but…

  9. Development of False Memories in Bilingual Children and Adults

    Science.gov (United States)

    Howe, Mark L.; Gagnon, Nadine; Thouas, Lisa

    2008-01-01

    The effects of within- versus between-languages (English-French) study and test on rates of bilingual children's and adults' true and false memories were examined. Children aged 6 through 12 and university-aged adults participated in a standard Deese-Roediger-McDermott false memory task using free recall and recognition. Recall results showed…

  10. BILINGUALITY AND SOCIOECONOMIC STATUS (SES: APPROACHING NON-SINGULAR FACTOR TO A CHILD’S COGNITIVE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Risa Rumentha Simanjuntak

    2013-11-01

    Full Text Available Article attempted to argue that bilingualism have positive contributions toward a child’s cognitive development. By applying library research the discussion is focused on the contribution bilingualism had in mitigating socioeconomic detrimental effects on a child’s learning. Article started with discussing aspects of cognition, especially those shown through speech productions, of a bilingual child, then moving forward to discuss previous findings and arguments from the research pertaining to the issue of low socioeconomic status (henceforth SES and cognition. Finally, the discussion concluded that bilingualism should be discussed as a complex system of learning and not as separate strands of a child’s learning.

  11. Literacy testing objects as co-actors in framing bilingual childrens literacy development

    DEFF Research Database (Denmark)

    Holm, Lars

    Literacy testing objects as co-actors in framing bilingual children´s literacy development Based on Latour´s theoretical perspective that human beings delegate roles and responsibility to artifacts, it becomes important to track and research the objects that circulate within and between “sites...... perspectives is needed. The object in this presentation is literacy testing and the focus is on the function of literacy testing objects in framing bilingual children’s´ literacy development. Based on interviews and observations from three primary schools in Denmark the central research interest is to reveal...... the meaning that is delegated to the literacy testing objects in regard to bilingual children´s literacy development and to explore the narratives that are constructed about the children´s literacy. Based on Latour´s theoretical perspective that human beings delegate roles and responsibility to artifacts...

  12. Measuring Grammatical Development in Bilingual Mandarin-English Speaking Children with a Sentence Repetition Task

    Science.gov (United States)

    Woon, Chai Ping; Yap, Ngee Thai; Lim, Hui Woan; Wong, Bee Eng

    2014-01-01

    Sentence repetition (SR) tasks have been used to measure children's expressive language skills in normal and abnormal language development, and to examine the development of the speaking skills in second language acquisition, as well as to survey the proficiency of bilingual language development. Recently, SR tasks have been recognized as a…

  13. Comparison of psychomotor development in urban and rural preschool children

    Directory of Open Access Journals (Sweden)

    M. Amouzadeh Khalili

    2005-01-01

    Full Text Available Baekgrouund & purpose: The purpose of this study was comparing the motor and cognitive development of urban and rural preschool children in Semnan, Iran.Materials and Methods: 97 healthy preschool children participated in the study, including 57 urban (n1=57 and 40 rural (n2=40 children.6 assessment methods including equilibrium on one leg, drawing a man, Juorchin, fekr-e-bekr, equilibrium board and the test of easy fine motor, were employed to evaluate the motor and cognitive development in the participants.For analysis of the obtained results t tests was used to determine significant differences between the two groups.Results:equilibrium on one leg and the test of easy fine motor, considering there was significant differences between, urban and rural groups.In the other four tests there was no significant differences between the two groups.Conclusion: the findings indicated that the rural children have more success in motor skills when compared to urban children, while in cognitive tests the two groups showed the same results, indicating. That revision is required for the preschool programme

  14. THE REFLECTION OF BILINGUALISM IN THE SPEECH OF PRESCHOOL CHILDREN SPEAKING NATIVE (ERZYA AND NON-NATIVE (RUSSIAN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Mosina, N.M.

    2016-03-01

    Full Text Available This article considers the specific features of Mordovian speech of 16 bilingual children, aged 3 to 7 years, speaking both the Erzya and Russian languages, living in Mordovia. Their language is studied on the example of short stories in pictures, and it attempts to identify the influence of the Russian language on the Erzya one and to detect the occurrences of interference at the lexical and grammatical levels.

  15. Componential Skills in Second Language Development of Bilingual Children with Specific Language Impairment

    Science.gov (United States)

    Verhoeven, Ludo; Steenge, Judit; van Leeuwe, Jan; van Balkom, Hans

    2017-01-01

    In this study, we investigated which componential skills can be distinguished in the second language (L2) development of 140 bilingual children with specific language impairment in the Netherlands, aged 6-11 years, divided into 3 age groups. L2 development was assessed by means of spoken language tasks representing different language skills…

  16. Componential skills in second language development of bilingual children with specific language impairment

    NARCIS (Netherlands)

    Verhoeven, L.T.W.; Steenge, J.; Leeuwe, J.F.J. van; Balkom, L.J.M. van

    2017-01-01

    In this study, we investigated which componential skills can be distinguished in the second language (L2) development of 140 bilingual children with specific language impairment in the Netherlands, aged 6-11 years, divided into 3 age groups. L2 development was assessed by means of spoken language

  17. A Three Year Evaluation Study of a Bilingual Curriculum Program for Limited English Proficient Hispanic Preschoolers in Head Start.

    Science.gov (United States)

    Saenz, Adam L.; Garza, Syvia; Ochoa, Salavador Hector; Leyva, Collette; Ramirez, Eleazar; Carter, Nell; Rice, Mike; Minness, Anne

    This 3-year study evaluated a culturally and linguistically appropriate curriculum for 168 preschool children in a southwest Head Start program. Three yearly student cohorts (1997-98, 1998-99, 1999-2000) have participated in the study evaluating the Language Enrichment Activities Program (LEAP) as the curriculum. During Year 1, the English LEAP…

  18. "El Sendero Torcido al Espanol" [The Twisted Path to Spanish]: The Development of Bilingual Teachers' Spanish-Language Proficiency

    Science.gov (United States)

    Sutterby, John A.; Ayala, Javier; Murillo, Sandra

    2005-01-01

    This paper describes the development of Spanish-language proficiency in bilingual preservice teachers at a university on the Texas--Mexico border. A survey with open-ended questions was administered to preservice teachers in bilingual and English as a Second Language certification programs. The purpose of this study was to investigate the paths…

  19. "El Sendero Torcido al Espanol" [The Twisted Path to Spanish]: The Development of Bilingual Teachers' Spanish-Language Proficiency

    Science.gov (United States)

    Sutterby, John A.; Ayala, Javier; Murillo, Sandra

    2005-01-01

    This paper describes the development of Spanish-language proficiency in bilingual preservice teachers at a university on the Texas--Mexico border. A survey with open-ended questions was administered to preservice teachers in bilingual and English as a Second Language certification programs. The purpose of this study was to investigate the paths…

  20. Development of a Mandarin-English Bilingual Speech Recognition System for Real World Music Retrieval

    Science.gov (United States)

    Zhang, Qingqing; Pan, Jielin; Lin, Yang; Shao, Jian; Yan, Yonghong

    In recent decades, there has been a great deal of research into the problem of bilingual speech recognition-to develop a recognizer that can handle inter- and intra-sentential language switching between two languages. This paper presents our recent work on the development of a grammar-constrained, Mandarin-English bilingual Speech Recognition System (MESRS) for real world music retrieval. Two of the main difficult issues in handling the bilingual speech recognition systems for real world applications are tackled in this paper. One is to balance the performance and the complexity of the bilingual speech recognition system; the other is to effectively deal with the matrix language accents in embedded language**. In order to process the intra-sentential language switching and reduce the amount of data required to robustly estimate statistical models, a compact single set of bilingual acoustic models derived by phone set merging and clustering is developed instead of using two separate monolingual models for each language. In our study, a novel Two-pass phone clustering method based on Confusion Matrix (TCM) is presented and compared with the log-likelihood measure method. Experiments testify that TCM can achieve better performance. Since potential system users' native language is Mandarin which is regarded as a matrix language in our application, their pronunciations of English as the embedded language usually contain Mandarin accents. In order to deal with the matrix language accents in embedded language, different non-native adaptation approaches are investigated. Experiments show that model retraining method outperforms the other common adaptation methods such as Maximum A Posteriori (MAP). With the effective incorporation of approaches on phone clustering and non-native adaptation, the Phrase Error Rate (PER) of MESRS for English utterances was reduced by 24.47% relatively compared to the baseline monolingual English system while the PER on Mandarin utterances was

  1. How to Improve the Learning Interest of Preschool Bilingual%浅谈如何提高幼儿学习双语的兴趣

    Institute of Scientific and Technical Information of China (English)

    穆莲花

    2014-01-01

    Childhood is very important and critical period of language development, but also to learn bilingual best period, how in the teach-ing activities to enhance children’s learning interest of Minority bilingual, is an important way to improve children's interest in learning Chinese.%幼儿期是语言发展非常重要和关键的时期,也是学习双语最佳的时期,在教学活动中怎样才能提高少数民族幼儿学习双语的兴趣,是提高幼儿学习双语兴趣的重要途径。

  2. White-matter development is different in bilingual and monolingual children: a longitudinal DTI study.

    Science.gov (United States)

    Mohades, Seyede Ghazal; Van Schuerbeek, Peter; Rosseel, Yves; Van De Craen, Piet; Luypaert, Robert; Baeken, Chris

    2015-01-01

    Although numerous people grow up speaking more than one language, the impact of bilingualism on brain developing neuroanatomy is still poorly understood. This study aimed to determine whether the changes in the mean fractional-anisotropy (MFA) of language pathways are different between bilingual and monolingual children. Simultaneous-bilinguals, sequential-bilinguals and monolingual, male and female 10-13 years old children participated in this longitudinal study over a period of two years. We used diffusion tensor tractography to obtain mean fractional-anisotropy values of four language related pathways and one control bundle: 1-left-inferior-occipitofrontal fasciculus/lIFOF, 2-left-arcuate fasciculus/lAF/lSLF, 3-bundle arising from the anterior part of corpus-callosum and projecting to orbital lobe/AC-OL, 4-fibres emerging from anterior-midbody of corpus-callosum (CC) to motor cortices/AMB-PMC, 5- right-inferior-occipitofrontal fasciculus rIFOF as the control pathway unrelated to language. These values and their rate of change were compared between 3 groups. FA-values did not change significantly over two years for lAF/lSLF and AC-OL. Sequential-bilinguals had the highest degree of change in the MFA value of lIFOF, and AMB-PMC did not present significant group differences. The comparison of MFA of lIFOF yielded a significantly higher FA-value in simultaneous bilinguals compared to monolinguals. These findings acknowledge the existing difference of the development of the semantic processing specific pathway between children with different semantic processing procedure. These also support the hypothesis that age of second language acquisition affects the maturation and myelination of some language specific white-matter pathways.

  3. White-matter development is different in bilingual and monolingual children: a longitudinal DTI study.

    Directory of Open Access Journals (Sweden)

    Seyede Ghazal Mohades

    Full Text Available Although numerous people grow up speaking more than one language, the impact of bilingualism on brain developing neuroanatomy is still poorly understood. This study aimed to determine whether the changes in the mean fractional-anisotropy (MFA of language pathways are different between bilingual and monolingual children. Simultaneous-bilinguals, sequential-bilinguals and monolingual, male and female 10-13 years old children participated in this longitudinal study over a period of two years. We used diffusion tensor tractography to obtain mean fractional-anisotropy values of four language related pathways and one control bundle: 1-left-inferior-occipitofrontal fasciculus/lIFOF, 2-left-arcuate fasciculus/lAF/lSLF, 3-bundle arising from the anterior part of corpus-callosum and projecting to orbital lobe/AC-OL, 4-fibres emerging from anterior-midbody of corpus-callosum (CC to motor cortices/AMB-PMC, 5- right-inferior-occipitofrontal fasciculus rIFOF as the control pathway unrelated to language. These values and their rate of change were compared between 3 groups. FA-values did not change significantly over two years for lAF/lSLF and AC-OL. Sequential-bilinguals had the highest degree of change in the MFA value of lIFOF, and AMB-PMC did not present significant group differences. The comparison of MFA of lIFOF yielded a significantly higher FA-value in simultaneous bilinguals compared to monolinguals. These findings acknowledge the existing difference of the development of the semantic processing specific pathway between children with different semantic processing procedure. These also support the hypothesis that age of second language acquisition affects the maturation and myelination of some language specific white-matter pathways.

  4. ASPECTS OF SOCIALIZATION OF BILINGUAL CHILDREN AT NON- EQUAL SOCIAL POSITION

    Directory of Open Access Journals (Sweden)

    Irina KOLEVA

    1997-12-01

    Full Text Available There are specific problems connecting the relationship between the people of different ethoses in every country.Mixing the categories of different social status which is reason for retardation of physical development of individual to fatal practical actions in every directions.In the report will be presented patterns for socialization of preschool bilingual children.

  5. Bilingual/Bicultural Education for Maori Cultural Preservation in New Zealand.

    Science.gov (United States)

    Shafer, Susanne M.

    1988-01-01

    Describes bilingual/bicultural programs being developed in New Zealand which embrace the Maori culture and nationalism through such approaches as "language nests" for preschool children and their parents or primary grade immersion programs. Social studies guidelines emphasizing Maori culture are also discussed. (Author/CB)

  6. Simultaneous bilingual language acquisition: The role of parental input on receptive vocabulary development.

    Science.gov (United States)

    Macleod, Andrea An; Fabiano-Smith, Leah; Boegner-Pagé, Sarah; Fontolliet, Salomé

    2013-02-01

    Parents often turn to educators and healthcare professionals for advice on how to best support their child's language development. These professionals frequently suggest implementing the 'one-parent-one-language' approach to ensure consistent exposure to both languages. The goal of this study was to understand how language exposure influences the receptive vocabulary development of simultaneous bilingual children. To this end, we targeted nine German-French children growing up in bilingual families. Their exposure to each language within and outside the home was measured, as were their receptive vocabulary abilities in German and French. The results indicate that children are receiving imbalanced exposure to each language. This imbalance is leading to a slowed development of the receptive vocabulary in the minority language, while the majority language is keeping pace with monolingual peers. The one-parent-one-language approach does not appear to support the development of both of the child's languages in the context described in the present study. Bilingual families may need to consider other options for supporting the bilingual language development of their children. As professionals, we need to provide parents with advice that is based on available data and that is flexible with regards to the current and future needs of the child and his family.

  7. Bilingual Word Processing Curriculum Development Project. Final Report, November 1, 1979, to July 30, 1980. Proyecto de Desarollo Curricular en el Procesamiento de Comunicacion Escrita Bilingue.

    Science.gov (United States)

    Essex County Coll., Newark, NJ.

    A project proposed to demonstrate that quality bilingual (Spanish/English) curriculum materials for word processing could be developed. There were six different, yet interrelated elements or stages in this curriculum effort: (1) identification of competencies and materials; (2) translation, adaptation, and development of materials; (3)…

  8. Bilingual Word Processing Curriculum Development Project. Final Report, November 1, 1979, to July 30, 1980. Proyecto de Desarollo Curricular en el Procesamiento de Comunicacion Escrita Bilingue.

    Science.gov (United States)

    Essex County Coll., Newark, NJ.

    A project proposed to demonstrate that quality bilingual (Spanish/English) curriculum materials for word processing could be developed. There were six different, yet interrelated elements or stages in this curriculum effort: (1) identification of competencies and materials; (2) translation, adaptation, and development of materials; (3)…

  9. Child healthcare nurses believe that bilingual children show slower language development, simplify screening procedures and delay referrals.

    Science.gov (United States)

    Nayeb, Laleh; Wallby, Thomas; Westerlund, Monica; Salameh, Eva-Kristina; Sarkadi, Anna

    2015-02-01

    A significant number of children living in Sweden are bilingual, but how language screening is performed in this group is unknown. We investigated child healthcare nurses' perceptions of the language screening of bilingual children aged 30-36 months, together with their clinical practices. An online questionnaire was completed by 863 nurses who performed language screening of bilingual children in Sweden at least once a month, corresponding to 89% of the target population. Cox regression identified predictors of the nurses' tendency to simplify the screening of bilingual children. The nurses reported a greater lack of confidence and more difficulties in interpreting screening outcomes for bilingual than monolingual children (p language services, basing these adaptations on their perceptions of the children's Swedish language skills (p language development was slower in bilingual children, and this was the strongest predictor of simplified screening practices (RR=2.00, 95% CI 1.44-2.77). Child healthcare nurses need easily accessible information and clear guidelines on the language development of bilingual children to ensure that bilingual and monolingual children receive equitable language screening services. ©2014 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  10. Carrying out Ethnic Language-Chinese Bilingual Education and Promoting Harmonious Multi-Cultural Development

    Institute of Scientific and Technical Information of China (English)

    Ma Jinwei; Qin Yan

    2016-01-01

    China is a unified multi-ethnic coun-try, and the realization of the“Chinese dream”is the common wish and goal of all ethnic people. The hap-piness that is characteristic of the realization of the“Chinese dream” is a further development of social harmony. The realization of social harmony must de-pend on harmonious multi-cultural development. Starting by discussing that the fusion of multiple cul-tures has a long history, that the construction of a harmonious society needs to train a large number of ethnic talents, and that strengthening the ethnic lan-guage-Chinese bilingual education is necessary for promoting the harmonious development of a multi-culture, this article proposes that training ethnic tal-ents through bilingual education is an important guar-antee for the realization of the“Chinese dream”, and also suggests the path forward and measures to be taken for the development of multi-culture. Language is the carrier for the inheritance and development of culture. Through ethnic language-Chinese bilingual education, ethnic cultures can be more fully inherited and further developed, hence, it will put vitality into the Chinese nation’s cultural structure of unity in diversity. During the process of developing ethnic minority cultures, China advocates ethnic language-Chinese bilingual education, and re-quires that all ethnic minorities should not only know their own language and scripts, but also should know Chinese language and characters so as to become multi-cultural inheritors and developers. This is not only necessary for ethnic unity, prosperity, and long-term stability of the state, but also the practical needs of each member of society in their social life. China has been a unified multi-ethnic country since the Qin and Han dynasties, therefore, the ex-istence and development of multi-culture is a result of historical factors. The comprehensively harmonious development of ethnic areas is a complicated system-atic project, which requires

  11. The Role of Acquisition and Learning in Young Children's Bilingual Development: A Sociocultural Interpretation

    Science.gov (United States)

    Haworth, Penny; Cullen, Joy; Simmons, Heather; Schimanski, Liz; McGarva, Pam; Woodhead, Eileen

    2006-01-01

    This paper takes a sociocultural approach to exploring the factors that enhance young children's bilingual development. The language excerpts presented were gathered as part of a three-year Early Childhood Centre of Innovation project funded by the New Zealand government. Data gathered in this project challenge Krashen's (1981) position that young…

  12. Preparing Bilingual Teachers for the Future: Developing Culture and Linguistic Global Competence

    Science.gov (United States)

    Alfaro, Cristina

    2008-01-01

    Increasing diversity and linguistics complexity in classrooms is occurring in schools throughout the world. Bilingual teachers need to develop knowledge and skills to succees in teaching diverse students. Demographic shifts are bringing increasing numbers of international students from diverse racial, ethnic, religious, class, and linguistic…

  13. Education through Communication: Alu'utaashe Crow Develop Model in Bilingual Education.

    Science.gov (United States)

    Merritt, Judy

    1994-01-01

    A bilingual education program developed in Pryor (Montana) for Crow students in grades K-8 emphasizes teaching English within the context of the students' culture and language, promoting an understanding of language usage, and incorporating Native knowledge of science and math in the classroom. (LP)

  14. Barbering/Cosmetology, Module 6-10: Bilingual Vocational Language Development Workbook.

    Science.gov (United States)

    Northern New Mexico Community Coll., El Rito.

    This vocabulary language development workbook accompanies modules 6-10 in the barbering/cosmetology course of the Bilingual Skills Training Program (CE 028 314-318). For each module the trade-related vocabulary to be learned and practiced is first presented in both English and Spanish. Various types of activities and exercises using both the…

  15. Imbalances in Bilingual Development: A Key to Understanding the Faculty of Language

    Science.gov (United States)

    Francis, Norbert

    2011-01-01

    Investigators of first language attrition, early bilingualism and child second language learning have found common ground on a number of important points. The present review of the research will show that the study of unevenness in the early development of two languages reveals more clearly how the critical problems for future research on…

  16. The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

    Science.gov (United States)

    Situmorang, Manihar; Sitorus, Marham; Hutabarat, Wesly; Situmorang, Zakarias

    2015-01-01

    The development of innovative chemistry learning material for bilingual Senior High School (SHS) students in Indonesia is explained. The study is aimed to obtain an innovative chemistry learning material based on national curriculum in Indonesia to be used as a learning media in the teaching and learning activities. The learning material is…

  17. Biliteracy and Bilingual Development in a Second-Generation Korean Child: A Case Study

    Science.gov (United States)

    Ro, Yeonsun Ellie; Cheatham, Gregory A.

    2009-01-01

    Through case study methodology, this study examined how a second-generation bilingual child developed his two languages and associated literacies, the role of the parents' and child's goals as well as the family's daily effort to attain those goals, and the influences of environmental, social, and cultural factors. Based on sociocultural…

  18. Biliteracy and Language Development in Samoan Bilingual Classrooms: The Effects of Increasing English Reading Comprehension

    Science.gov (United States)

    Toloa, Meaola; McNaughton, Stuart; Lai, Mei

    2009-01-01

    This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9-13 year old Samoan children. The general aim was to examine patterns of biliteracy and…

  19. Environmental Factors Affecting Preschoolers' Motor Development

    Science.gov (United States)

    Venetsanou, Fotini; Kambas, Antonis

    2010-01-01

    The process of development occurs according to the pattern established by the genetic potential and also by the influence of environmental factors. The aim of the present study was to focus on the main environmental factors affecting motor development. The review of the literature revealed that family features, such as socioeconomic status,…

  20. The development of communicative competence of preschool children in the multicultural space of kindergarten

    OpenAIRE

    2013-01-01

    The analysis of the problem of communicative competence development of preschool children in conditions of multicultural educational organization is presented in article. The characteristic of competence-based approach in preschool education is given. The relevance of formation of key competencies at preschool age is shown. The role of multicultural space of kindergarten for formation the modern child identity, disclosure of his individual world, accumulation of experience of communication an...

  1. [Neuropsychic development in preschool children in conditions of the informatization].

    Science.gov (United States)

    Tkachuk, E A; Tarmaeva, I Iu

    2014-01-01

    The new millennium was marked by the transition of humanity to a new stage of the development--the Information Society, which is an objective reality and affects on all aspects of living environment, including the health of children. The last decade was characterized by the increase of the use of means of informatization, the level of aggression and aggressiveness of children, the decrease of intellectual indices, deterioration of mental health, an increase of children with behavioral problems, hyperactivity, inattention, decrease of mental capacity. In a study on the example of preschool educational institution in the city of Irkutsk in the conditions of the changing of the informatization level of the society in the time period from 1998 to 2012, there were revealed the changes in indices of intellectual development, mental capacity and anxiety of children. Under observation there were 211 children aged from 5.5 to 6.5 years in the preschool institution of the central district of the city of Irkutsk. There were formed two groups of children: I group--children who attended kindergarten in 1998 and group II--children attending kindergarten in 2012. Age groups of preschool children were consistent with their calendar age: from 5 years 5 months 30 days to 6 years 5 months 30 days. In the study of intellectual development there has been shown the decrease of the number of children with average intelligence level and an increase in children with the below-average intelligence level, the increase of the speed (p < 0.05.) and the decrease of the quality (p < 0.05.) of the information processing in the Anfilov test for the mental performance and the increase the general level of anxiety, aggressive background and unmotivated fears "out" at the present time stage (2012).

  2. Home and Preschool Learning Environments and Their Relations to the Development of Early Numeracy Skills

    Science.gov (United States)

    Anders, Yvonne; Rossbach, Hans-Gunther; Weinert, Sabine; Ebert, Susanne; Kuger, Susanne; Lehrl, Simone; von Maurice, Jutta

    2012-01-01

    This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third…

  3. [Preschool education impact on child development].

    Science.gov (United States)

    2016-10-01

    Presumed perinatal ischemic stroke is the term used for cases in which an old stroke is diagnosed by the consequences of it and not by the acute symptoms. Many presumed perinatal ischemic strokes have congenital hemiparesis as the first manifestation, which is usually noticed between the fourth and eighth month of life as early hand preference. That is why the clear and persistent handedness developed before one year of age must be assumed as a warning sign of probable motor sequelae. In this paper we review the medical records of 15 cases of presumed perinatal ischemic stroke to assess the age at which the consultation led to the diagnosis, reason for consultation and age at development of handedness. Sociedad Argentina de Pediatría.

  4. Features of physical development of preschool children

    Directory of Open Access Journals (Sweden)

    Zavgorodnyaya R.V

    2010-05-01

    Full Text Available The morphofunctional features of organism of children of primary school age are considered in intercommunication with their somatotype. The inspected contingent was made by 90 practically healthy children in age from 6 to 9 years. The anthropometric signs of children were characterized an increase gravimetric type-high indexes with predominance of asthenic somatotype and increase of normosthenic and hypersthenic to the end of the studied period. Complex anthropometric research of indexes of children allowed to estimate their physical development.

  5. Development of executive functions in preschool age

    OpenAIRE

    Pushina N.P.

    2015-01-01

    Development of processes of self-control behavior is one of the fundamental problems of developmental psychology. Both in Russian and foreign psychology the idea of self-control (executive control) of behavior in closely connected with functioning of prefrontal cortex of the brain. This approach has been formed under the influence of clinical research studies of damage results in these brain divisions and experiments with primates

  6. Piaget, Super 8mm, and Preschool Development.

    Science.gov (United States)

    Brainard, H. Lois

    According to the theory of Piaget, until the age of two the chief developmental factor of a child is the permanence of an object or the ability to retain mental images. Between two and six he begins to use mental images, and as he develops the ability to retain a mental image he begins to imitate things from the past which he has seen or…

  7. Preschool education impact on child development.

    Science.gov (United States)

    Gur, Gokce; Cakar, Nilgun; Kiremitci, Saba; Taktak, Aysel; Basaran, Ozge; Uncu, Nermin

    2016-10-01

    Henoch-Schonlein purpura (HSP) is the most common vasculitis in children. Vasculitic processes can involve the lung. Although diffuse alveolar hemorrhage may be seen as one of the manifestation of HSP, it is not a frequent presentation. Here we reported the case of a 10-year-old girl with HSP nephritis who developed pulmonary hemorrhage. The patient was treated successfully with intravenous methylprednisolone. A review of the literature revealed that young age may be a good prognostic sign and that immunosuppressive drugs and supportive management are essential in the treatment.

  8. Story Retelling by Bilingual Children with Language Impairments and Typically-Developing Controls

    Science.gov (United States)

    Squires, Katie E.; Lugo-Neris, Mirza J.; Peña, Elizabeth D.; Bedore, Lisa M.; Bohman, Thomas M.; Gillam, Ronald B.

    2013-01-01

    Background To date, there is limited information documenting growth patterns in the narratives of bilingual children with and without primary language impairment (PLI). Aims This study was designed to determine whether bilingual children with and without PLI present similar gains from kindergarten to first grade in the macro- and microstructure of stories told in Spanish and English. Methods and Procedures In this longitudinal study, 21 bilingual children identified with PLI were each matched to a bilingual typically-developing (TD) peer on age, sex, nonverbal IQ and language exposure. During their kindergarten and first grade years, children retold stories from wordless picture books in Spanish (L1) and English (L2). Outcomes and Results Overall, TD children outperformed those with PLI on measures of macrostructure and microstructure at both time points. For the macrostructure measure, the TD group made significantly larger improvements in both languages from kindergarten to first grade than the PLI group. For microstructure, the TD children made more gains on their Spanish retells than their English retells. However, the PLI children’s microstructure scores did not differ from kindergarten to first grade in either language. We found that macrostructure scores in Spanish at kindergarten predicted macrostructure scores in English at first grade when English experience was held constant. However, this same relationship across languages was not evident in microstructure. Conclusions and Implications TD and PLI children differed in the development of narrative macrostructure and microstructure between kindergarten and first grade. The TD bilinguals transferred conceptually-dependent narrative skills easily, but then had to independently learn the nuances of each language to be successful using literate language. Because most children with PLI need more exposure to establish strong connections between their L1 and L2, they had more difficulty transferring their

  9. Pre-School Attendance and Child Development

    DEFF Research Database (Denmark)

    Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz

    performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark......, of total work experiences, ages and hourly wages of staff members. Those indicators show the expected correlations with children's development outcomes, better day-care quality being linked to better child outcomes ten years later. We use rich administrative information about the children's background...... as well as an instrumental variable approach based on wider geographic area aggregates to test whether those correlations reveal unbiased causal effects. The identification of truly effective quality characteristics of day-care centres enhances policymakers' resource allocation to make all children...

  10. 少数民族学前儿童双语教育推进中的双语教师认知研究%A Study of Bilingual Teachers’ Understanding of the Bilingual Education Drive for Pre-School Ethnic Minority Children

    Institute of Scientific and Technical Information of China (English)

    范晓玲

    2013-01-01

    This author handed out questionnaires to and conducted interviews with pre-school bilingual teachers in terms of the pre-school bilingual education, the language use and attitude, faculty training, and materials in Urumqi and Kashgar. The analysis of the data found that most subjects take a positive and active attitude to pre-school education, differences exist in the use of either Chinese or the ethnic minority language, bilingual teachers are insufficient and the teaching materials lack local features. Further it made relevant proposals to solve the problems in these areas.%文章通过对乌鲁木齐、喀什等地的学前双语教师针对学前儿童课堂双语教学、语言使用及态度、师资培养、教材方面的问卷及访谈,数据分析发现大部分调查者对学前双语教育持肯定和积极支持的认知态度,但同时也反映出授课语言中民、汉两种语言使用的认识差异、教师“一缺两低”的问题、教材缺少地方特色内容等问题,并从师资培养、教学方法、教材编写、理论研究等方面提出相关建议。

  11. Cross-linguistic interactions influence reading development in bilinguals: a comparison between early balanced French-Basque and Spanish-Basque bilingual children.

    Science.gov (United States)

    Lallier, Marie; Acha, Joana; Carreiras, Manuel

    2016-01-01

    This study investigates whether orthographic consistency and transparency of languages have an impact on the development of reading strategies and reading sub-skills (i.e. phonemic awareness and visual attention span) in bilingual children. We evaluated 21 French (opaque)-Basque (transparent) bilingual children and 21 Spanish (transparent)-Basque (transparent) bilingual children at Grade 2, and 16 additional children of each group at Grade 5. All of them were assessed in their common language (i.e. Basque) on tasks measuring word and pseudoword reading, phonemic awareness and visual attention span skills. The Spanish speaking groups showed better Basque pseudoword reading and better phonemic awareness abilities than their French speaking peers, but only in the most difficult conditions of the tasks. However, on the visual attention span task, the French-Basque bilinguals showed the most efficient visual processing strategies to perform the task. Therefore, learning to read in an additional language affected differently Basque literacy skills, depending on whether this additional orthography was opaque (e.g. French) or transparent (e.g. Spanish). Moreover, we showed that the most noteworthy effects of Spanish and French orthographic transparency on Basque performance were related to the size of the phonological and visual grain used to perform the tasks.

  12. Mass media negative impact on the development and education of preschool children

    OpenAIRE

    Zarema Shhahytova; Anastasia Sitkova

    2014-01-01

    Globalization and modernization have both positive and negative sides. With the development of information technologies, new problems appear such as mass media influence on person, perception and education of preschool age children. The authors discuss the problem of mass media influence on preschool children education.

  13. Development and Validation of a Musical Behavior Measure for Preschool Children

    Science.gov (United States)

    Yi, Gina Jisun

    2013-01-01

    The purpose of this study was to develop a measure for use in assessing musical behaviors of preschool children in the context of regular music instruction and to determine the validity and the reliability of the measure. The Early Childhood Musical Behavior Measure (ECMBM) was constructed for use with preschool-aged children to measure their…

  14. Sleep Patterns in Preschool-Age Children with Autism, Developmental Delay, and Typical Development

    Science.gov (United States)

    Goodlin-Jones, Beth L.; Tang, Karen; Liu, Jingyi; Anders, Thomas F.

    2008-01-01

    The study investigates sleep disorders by assessing the quantity and quality of sleep in preschool children with autism and comparing them with developmental delay without autism, and typical development. The results prove that sleep patterns are different in preschool children across all three categories.

  15. Word Magic Revisited: Monolingual and Bilingual Children's Understanding of the Word-Object Relationship.

    Science.gov (United States)

    Rosenblum, Tamar; Pinker, Steven A.

    1983-01-01

    Results showed that monolingual and bilingual preschoolers understand equally that objects may be renamed. However, monolinguals were more likely to mention the object's properties when justifying an answer, whereas bilinguals were more likely to mention social context. (Author/MP)

  16. L'universite bilingue (The Bilingual University).

    Science.gov (United States)

    Verdoodt, Albert

    A noticeable trend in higher education is the development of the bilingual university. This study considers a university bilingual if it satisfies one element in the following definition: (1) all courses are given in both languages; (2) a part of the program is in both languages; or (3) all students are required to take some courses in one…

  17. Examination of the Relationship between the Preschool Teachers' Attitudes towards Mathematics and the Mathematical Development in 6-Year-Old Preschool Children

    Science.gov (United States)

    Çelik, Meryem

    2017-01-01

    This study was carried out to determine whether there is a relationship between the preschool teachers' attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent…

  18. Curriculum Development Program in a Privately-Managed Public Preschool in Taiwan: Overcoming Difficulties and Establishing a Process Pattern

    Science.gov (United States)

    Lin, Chia-Fen

    2016-01-01

    Preschool curriculum reform is currently underway in Taiwan. Privately-managed public preschools (PMPPs) currently play the role of bellwethers because they stand halfway between public and private preschools, and serve as testing grounds for curriculum reforms promoted by the government. This study originated from Curriculum Development Program…

  19. Curriculum Development Program in a Privately-Managed Public Preschool in Taiwan: Overcoming Difficulties and Establishing a Process Pattern

    Science.gov (United States)

    Lin, Chia-Fen

    2016-01-01

    Preschool curriculum reform is currently underway in Taiwan. Privately-managed public preschools (PMPPs) currently play the role of bellwethers because they stand halfway between public and private preschools, and serve as testing grounds for curriculum reforms promoted by the government. This study originated from Curriculum Development Program…

  20. Estimation of the Level of Cognitive Development of a Preschool Child Using the System of Situations with Mathematical Contents

    Science.gov (United States)

    Gorev, Pavel M.; Bichurina, Svetlana Y.; Yakupova, Rufiya M.; Khairova, Irina V.

    2016-01-01

    Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive…

  1. Art Appreciation for Developing Communication Skills among Preschool Children

    Directory of Open Access Journals (Sweden)

    Matjaž Duh

    2016-01-01

    Full Text Available In the contemporary process of teaching fine arts, children’s own creative expression and art appreciation are used to encourage learners towards both perception and reception; consequently, the evaluation and internalization of works of art play an equally important role. In a qualitative empirical research study that takes the form of a case study, we studied the response of children to works of art and their demonstrated communication skills in this. The results have shown that children respond to works of art on multiple levels. With non-standardized narrative group interviews, we observed children’s associations. Children perceived and internalized the given artworks and also put their emotions into words. The study has shown that systematic development of art appreciation among pre-school children can have a positive impact on their communication skills.

  2. The Development of Preschoolers' Appreciation of Communicative Ambiguity

    Science.gov (United States)

    Nilsen, Elizabeth S.; Graham, Susan A.

    2012-01-01

    Using a longitudinal design, preschoolers' appreciation of a listener's knowledge of the location of a hidden sticker after the listener was provided with an ambiguous or unambiguous description was assessed. Preschoolers (N = 34) were tested at 3 time points, each 6 months apart (4, 4 1/2, and 5 years). Eye gaze measures demonstrated that…

  3. Preschool Gifted Education: Perceived Challenges Associated with Program Development

    Science.gov (United States)

    Kettler, Todd; Oveross, Mattie E.; Salman, Rania C.

    2017-01-01

    This descriptive study investigated the challenges related to implementing gifted education services in preschool centers. Participants were 254 licensed preschool center directors in a southern state. Participants completed a researcher-created survey including both selected response items and constructed response items to examine the perceived…

  4. Le bilingue, surhomme ou infirme? (The Bilingual, Superman or Cripple?)

    Science.gov (United States)

    Tournier, Michel

    1975-01-01

    Discusses good translation techniques, "true bilingualism," and the effect of bilingualism on cognitive development. (Text is in French.) Available from Lloyds Bank Chambers, 91 Newington Causeway, London SE1 6BN, England. (AM)

  5. The Gradience of Multilingualism in Typical and Impaired Language Development: Positioning Bilectalism within Comparative Bilingualism.

    Science.gov (United States)

    Grohmann, Kleanthes K; Kambanaros, Maria

    2016-01-01

    A multitude of factors characterizes bi- and multilingual compared to monolingual language acquisition. Two of the most prominent viewpoints have recently been put in perspective and enriched by a third (Tsimpli, 2014): age of onset of children's exposure to their native languages, the role of the input they receive, and the timing in monolingual first language development of the phenomena examined in bi- and multilingual children's performance. This article picks up a fourth potential factor (Grohmann, 2014b): language proximity, that is, the closeness between the two or more grammars a multilingual child acquires. It is a first attempt to flesh out the proposed gradient scale of multilingualism within the approach dubbed "comparative bilingualism." The empirical part of this project comes from three types of research: (i) the acquisition and subsequent development of pronominal object clitic placement in two closely related varieties of Greek by bilectal, binational, bilingual, and multilingual children; (ii) the performance on executive control tasks by monolingual, bilectal, and bi- or multilingual children; and (iii) the role of comparative bilingualism in children with a developmental language impairment for both the diagnosis and subsequent treatment as well as the possible avoidance or weakening of how language impairment presents.

  6. Communicative Development in Bilingually Exposed Chinese Children With Autism Spectrum Disorders.

    Science.gov (United States)

    Reetzke, Rachel; Zou, Xiaobing; Sheng, Li; Katsos, Napoleon

    2015-06-01

    We examined the association of bilingual exposure with structural and pragmatic language development in Chinese children with autism spectrum disorders (ASDs). The parents of 54 children with ASD exposed to 1 (n = 31) or 2 (n = 23) Chinese languages completed (a) a questionnaire to evaluate their child's competence in structural language and pragmatic ability in their dominant language (Children's Communication Checklist-Second Edition; Bishop, 2006), and (b) a questionnaire to assess their child's social functioning (Social Responsiveness Scale; Constantino & Gruber, 2005; Wang, Lee, Chen, & Hsu, 2012). In addition, parents completed thorough interviews regarding the linguistic environment of their children (Language Environment Interview; Hambly & Fombonne, 2011). Multivariate analyses of variance revealed that bilingually exposed children with ASD did not demonstrate significantly different performance on any standard measure relative to their monolingual peers. The findings suggest that bilingual language exposure is not associated with additional challenges for the development of the dominant language in children with ASD. The lack of negative associations in our sample is not likely to be due to the comparatively early diagnosis and/or intervention that are available in other countries. We discuss implications for decisions regarding the linguistic environment of children with ASD.

  7. Modern Scientific Research on the Development of Proactiveness of Preschool Children

    Directory of Open Access Journals (Sweden)

    Victoria Agiliar Tukler

    2016-12-01

    Full Text Available This article introduces the results of analysis of modern scientific research in preschool education, which represents the problem of development of basic qualities of the identity. The research displays that the results of the study on the problem of development of basic qualities of preschool-age children influence the improvement of the content of program provision in the educational process in preschool educational institutions in Ukraine and are meant to be a reference point in choosing the strategy of its reorganization.

  8. Empathy in Preschool Children: The Development of the Southampton Test of Empathy for Preschoolers (STEP)

    Science.gov (United States)

    Howe, Alexandra; Pit-ten Cate, Ineke M.; Brown, Antony; Hadwin, Julie A.

    2008-01-01

    In this study, we investigated a new instrument: the Southampton Test of Empathy for Preschoolers (STEP). The test incorporated 8 video vignettes of children in emotional scenarios, assessing a child's ability to understand (STEP-UND) and share (STEP-SHA) in the emotional experience of a story protagonist. Each vignette included 4 emotions (angry,…

  9. Preschool Predictors of Kindergarten Language Outcomes

    Directory of Open Access Journals (Sweden)

    Anne Walk

    2015-01-01

    Full Text Available The aim of the present study is to explore a variety of cognitive and social variables which are most relevant to children’s linguistic success in an educational setting. The study examines kindergarten English language outcomes in classrooms containing monolingual English speaking children and bilingual children who speak English and one other language. Data from the National Center for Early Development and Learning Multistate Study of Pre-Kindergarten (2001-2003 regarding classroom and student characteristics were used for bilingual (N = 120 and monolingual (N = 534 children. Hierarchical regression analysis (Study 1 and path analysis (Study 2 were conducted to determine the cognitive and social variables present in preschool that are most predictive of English skills in kindergarten. The results of the studies demonstrate that social variables were important for both monolingual and bilingual children. Personality variables were more predictive for monolingual children, whereas teacher relationship variables were more important for bilingual children. Simple and routine adult interaction was predictive of English skills in both groups, which may indicate the importance of implicit learning over explicit instruction in early language acquisition. The present studies found different predictors of English language skills for monolingual and bilingual kindergarteners.

  10. Does language dominance affect cognitive performance in bilinguals? Lifespan evidence from preschoolers through older adults on card sorting, Simon, and metalinguistic tasks.

    Science.gov (United States)

    Gathercole, Virginia C Mueller; Thomas, Enlli M; Kennedy, Ivan; Prys, Cynog; Young, Nia; Viñas Guasch, Nestor; Roberts, Emily J; Hughes, Emma K; Jones, Leah

    2014-01-01

    This study explores the extent to which a bilingual advantage can be observed for three tasks in an established population of fully fluent bilinguals from childhood through adulthood. Welsh-English simultaneous and early sequential bilinguals, as well as English monolinguals, aged 3 years through older adults, were tested on three sets of cognitive and executive function tasks. Bilinguals were Welsh-dominant, balanced, or English-dominant, with only Welsh, Welsh and English, or only English at home. Card sorting, Simon, and a metalinguistic judgment task (650, 557, and 354 participants, respectively) reveal little support for a bilingual advantage, either in relation to control or globally. Primarily there is no difference in performance across groups, but there is occasionally better performance by monolinguals or persons dominant in the language being tested, and in one case-in one condition and in one age group-lower performance by the monolinguals. The lack of evidence for a bilingual advantage in these simultaneous and early sequential bilinguals suggests the need for much closer scrutiny of what type of bilingual might demonstrate the reported effects, under what conditions, and why.

  11. Does language dominance affect cognitive performance in Bilinguals? Lifespan evidence from preschoolers through older adults on Card Sorting, Simon, and Metalinguistic Tasks

    Directory of Open Access Journals (Sweden)

    Virginia C. Mueller Gathercole

    2014-02-01

    Full Text Available This study explores the extent to which a bilingual advantage can be observed for three tasks in an established population of fully fluent bilinguals from childhood through adulthood. Welsh-English simultaneous and early sequential bilinguals, as well as English monolinguals, aged 3 years through older adults, were tested on three sets of cognitive and executive function tasks. Bilinguals were Welsh-dominant, balanced, or English-dominant, with only Welsh, Welsh and English, or only English at home. Card sorting, Simon, and a metalinguistic judgment task (650, 557, and 354 participants, respectively reveal little support for a bilingual advantage, either in relation to control or globally. Primarily there is no difference in performance across groups, but there is occasionally better performance by monolinguals or persons dominant in the language being tested, and in one case-in one condition and in one age group-lower performance by the monolinguals. The lack of evidence for a bilingual advantage in these simultaneous and early sequential bilinguals suggests the need for much closer scrutiny of what type of bilingual might demonstrate the reported effects, under what conditions, and why.

  12. A Comparison of the Cognitive Development of 3-6 Year-Old Children Who Receive Family-Supported Preschool Education, Institutional Education and No Education

    Science.gov (United States)

    Zembat, Rengin; Kuday, Fatma Servet

    2010-01-01

    This study aims to examine the effects of Family Supported Preschool Education programs on the development of preschool children. By measuring the effects of family-supported preschool education on cognitive development, this study helps support alternative methods of making preschool education more widespread. The study uses the experimental…

  13. A Comparison of the Cognitive Development of 3-6 Year-Old Children Who Receive Family-Supported Preschool Education, Institutional Education and No Education

    Science.gov (United States)

    Zembat, Rengin; Kuday, Fatma Servet

    2010-01-01

    This study aims to examine the effects of Family Supported Preschool Education programs on the development of preschool children. By measuring the effects of family-supported preschool education on cognitive development, this study helps support alternative methods of making preschool education more widespread. The study uses the experimental…

  14. Bilingualism and Bilingual Education. NLIA Occasional Paper No. 2.

    Science.gov (United States)

    Liddicoat, Anthony, Ed.

    Following an introduction by Anthony Liddicoat on the general nature of bilingualism, three papers on the characteristics, development, and advantages of bilingualism are presented. "Psycholinguistic Aspects of Bilingualism" by Susanne Dopke, Tim Macnamara, and Terry Quinn considers the linguistic, cognitive, emotional, and educational…

  15. Dominance and Age in Bilingualism

    Science.gov (United States)

    Birdsong, David

    2014-01-01

    The present article examines the relationship between age and dominance in bilingual populations. Age in bilingualism is understood as the point in development at which second language (L2) acquisition begins and as the chronological age of users of two languages. Age of acquisition (AoA) is a factor in determining which of a bilingual's two…

  16. Languages as Categories: Reframing the "One Language or Two" Question in Early Bilingual Development

    Science.gov (United States)

    Byers-Heinlein, Krista

    2014-01-01

    One of the most enduring questions in the field of bilingualism is whether bilingual infants and children initially have one language system or two. Research with adults indicates that, while bilinguals do not represent their languages in two fully encapsulated language systems, they are able to functionally differentiate their languages. This…

  17. Measuring Explicit Word Learning of Preschool Children: A Development Study.

    Science.gov (United States)

    Kelley, Elizabeth Spencer

    2017-08-15

    The purpose of this article is to present preliminary results related to the development of a new measure of explicit word learning. The measure incorporated elements of explicit vocabulary instruction and dynamic assessment and was designed to be sensitive to differences in word learning skill and to be feasible for use in clinical settings. The explicit word learning measure included brief teaching trials and repeated fine-grained measurement of semantic knowledge and production of 3 novel words (2 verbs and 1 adjective). Preschool children (N = 23) completed the measure of explicit word learning; standardized, norm-referenced measures of expressive and receptive vocabulary; and an incidental word learning task. The measure of explicit word learning provided meaningful information about word learning. Performance on the explicit measure was related to existing vocabulary knowledge and incidental word learning. Findings from this development study indicate that further examination of the measure of explicit word learning is warranted. The measure may have the potential to identify children who are poor word learners. https://doi.org/10.23641/asha.5170738.

  18. DEVELOPMENT OF FINE MOTOR COORDINATION AND VISUAL-MOTOR INTEGRATION IN PRESCHOOL CHILDREN

    OpenAIRE

    Haris MEMISEVIC; Selmir HADZIC

    2013-01-01

    Fine motor skills are prerequisite for many everyday activities and they are a good predictor of a child's later academic outcome. The goal of the present study was to assess the effects of age on the development of fine motor coordination and visual-motor integration in preschool children. The sample for this study consisted of 276 preschool children from Canton Sara­jevo, Bosnia and Herzegovina. We assessed children's motor skills with Beery Visual Motor Integration Test and Lafayette Pegbo...

  19. Do Young Bilinguals Acquire Past Tense Morphology like Monolinguals, Only Later? Evidence from French-English and Chinese-English Bilinguals

    Science.gov (United States)

    Nicoladis, Elena; Song, Jianhui; Marentette, Paula

    2012-01-01

    Previous studies have shown that preschool bilingual children lag behind same-aged monolinguals in their production of correct past tense forms. This lag has been attributed to bilinguals' less frequent exposure to either language. If so, bilingual children acquire the past tense like monolinguals, only later. In this study, we compared the…

  20. Revelation of Theory of Multiple Intelligence to Preschool Bilingual Teachers' Training System Construction%多元智能理论对学前双语教师职前培养体系构建的启示

    Institute of Scientific and Technical Information of China (English)

    刘海云

    2016-01-01

    Multiple Intelligence Theory and China"moral, intelligence, physics and aesthetic, moral education first"educa-tional goals coincide, for China's educational reform to play a positive role. Its culture system prior to the scientific front Bi-lingual Teachers also provides a new way, specific performance:one for the induced multiple intelligence and teach the stu-dents;the second is to teach through multiple intelligence. From preschool bilingual training objectives and curriculum two as-pects to explore specific guidance MI theory.%多元智能理论与中国“德智体美,德育为先”的教育目标相吻合,对中国的教育教学改革发挥出了积极作用。其对本科学前双语教师职前培养体系也提供了新思路,具体表现为:一是为诱发学生的多元智能而教;二是通过多元智能来教。本文从学前双语人才培养目标和课程设置两个方面来探讨MI理论的具体指导作用。

  1. Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

    Science.gov (United States)

    Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

    2014-01-01

    This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries. © 2013 New York Academy of Sciences.

  2. Narrative Development in Bilingual Kindergarteners: Can Arthur Help?

    Science.gov (United States)

    Uchikoshi, Yuuko

    2005-01-01

    This study examined the effects of the children's TV program Arthur on the development of narrative skills over an academic year for Spanish-speaking English-language learners. In October, February, and June of their kindergarten year, children were asked to tell a story, in English, prompted by 3 pictures. Before the 2nd and 3rd assessments, half…

  3. Narrative Development in Bilingual Kindergarteners: Can Arthur Help?

    Science.gov (United States)

    Uchikoshi, Yuuko

    2005-01-01

    This study examined the effects of the children's TV program Arthur on the development of narrative skills over an academic year for Spanish-speaking English-language learners. In October, February, and June of their kindergarten year, children were asked to tell a story, in English, prompted by 3 pictures. Before the 2nd and 3rd assessments, half…

  4. Bilingual Language Acquisition in a Minority Context: Using the Irish-English Communicative Development Inventory to Track Acquisition of an Endangered Language

    Science.gov (United States)

    O'Toole, Ciara; Hickey, Tina M.

    2017-01-01

    This study investigated the role of language exposure in vocabulary acquisition in Irish, a threatened minority language in Ireland which is usually acquired with English in a bilingual context. Using a bilingual Irish-English adaptation of the MacArthur-Bates Communicative Development Inventories) [Fenson, L., V. A. Marchman, D. J. Thal, P. S.…

  5. Bilingual Language Acquisition in a Minority Context: Using the Irish-English Communicative Development Inventory to Track Acquisition of an Endangered Language

    Science.gov (United States)

    O'Toole, Ciara; Hickey, Tina M.

    2017-01-01

    This study investigated the role of language exposure in vocabulary acquisition in Irish, a threatened minority language in Ireland which is usually acquired with English in a bilingual context. Using a bilingual Irish-English adaptation of the MacArthur-Bates Communicative Development Inventories) [Fenson, L., V. A. Marchman, D. J. Thal, P. S.…

  6. The gradience of multilingualism in typical and impaired language development: Positioning bilectalism within comparative bilingualism

    Directory of Open Access Journals (Sweden)

    Kleanthes K. Grohmann

    2016-02-01

    Full Text Available A multitude of factors characterizes bi- and multilingual compared to monolingual language acquisition. Two of the most prominent viewpoints have recently been put in perspective and enriched by a third (Tsimpli 2014: age of onset of children’s exposure to their native languages, the role of the input they receive, and the timing in monolingual first language development of the phenomena examined in bi- and multilingual children’s performance. This article picks up a fourth potential factor (Grohmann 2014b: language proximity, that is, the closeness between the two or more grammars a multilingual child acquires. It is a first attempt to flesh out the proposed gradient scale of multilingualism within the approach dubbed ‘comparative bilingualism’. The empirical part of this project comes from three types of research: (i the acquisition and subsequent development of pronominal object clitic placement in two closely related varieties of Greek by bilectal, binational, bilingual, and multilingual children; (ii the performance on executive control tasks by monolingual, bilectal, and bi- or multilingual children; and (iii the role of comparative bilingualism in children with a developmental language impairment for both the diagnosis and subsequent treatment as well as the possible avoidance or weakening of how language impairment presents.

  7. Childcare Quality and Preschoolers' Math Development

    Science.gov (United States)

    Choi, Ji Young; Dobbs-Oates, Jennifer

    2014-01-01

    This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other…

  8. The development of executive functioning and theory of mind. A comparison of Chinese and U.S. preschoolers.

    Science.gov (United States)

    Sabbagh, Mark A; Xu, Fen; Carlson, Stephanie M; Moses, Louis J; Lee, Kang

    2006-01-01

    Preschoolers' theory-of-mind development follows a similar age trajectory across many cultures. To determine whether these similarities are related to similar underlying ontogenetic processes, we examined whether the relation between theory of mind and executive function commonly found among U.S. preschoolers is also present among Chinese preschoolers. Preschoolers from Beijing, China (N= 109), were administered theory-of-mind and executive-functioning tasks, and their performance was compared with that of a previously studied sample of U.S. preschoolers (N= 107). The Chinese preschoolers outperformed their U.S. counterparts on all measures of executive functioning, but were not similarly advanced in theory-of-mind reasoning. Nonetheless, individual differences in executive functioning predicted theory of mind for children in both cultures. Thus, the relation between executive functioning and theory of mind is robust across two disparate cultures. These findings shed light on why executive functioning is important for theory-of-mind development.

  9. Development of Myanmar-English Bilingual WordNet like Lexicon

    Directory of Open Access Journals (Sweden)

    Soe Lai Phyue

    2014-09-01

    Full Text Available A bilingual concept lexicon is of significance for Information Extraction (IE, Machine Translation (MT, Word Sense Disambiguation (WSD and the like. Myanmar-English Bilingual WordNet like Lexicon (MEBWL is developed to fulfill the requirements of Language Acquisition (LA. However, it is reasonably difficult to build such a lexicon is quite challenging in time and cost consuming. To overcome this challenging, this paper integrates linguistic resources, including Myanmar-English dictionary, English-Myanmar dictionary and WordNet to construct a Myanmar-English WordNet like lexicon by acquiring the lexical and conceptual knowledge from WordNet and MyanmarEnglish Machine Readable Dictionaries (MRDs. The system includes three phases which include the MRD extraction phase, the link analyzing phase and the WordNet construction phase. The first phase converts the data from multiple resources with different format into a common format and joins and aligns the scattered data for smoothly access and group the data according their part of speech (POS. The link analyzing phase analyzes, classifies and generates candidates of translation links. In the constructing phase, MEBWL is constructed from the verified translation link and WordNet. Beside then, to support the inflected word of Myanmar to English words, morphological processor is designed.

  10. Rethinking assessment measures of phonological development and their application in bilingual acquisition.

    Science.gov (United States)

    Arias, Javier; Lleó, Conxita

    2014-03-01

    This article discusses the measurements for phonological and prosodic development put forward in Ingram [Ingram, D. (2002). The measurement of whole-word productions. Journal of Child Language, 29, 713-733.], while at the same time expanding the crucial measures, phonological mean length of utterance (PMLU) and proportion of whole-word proximity (PWP). The goal of the expansion is to accommodate a wider set of phenomena, specifically those related to bilingual acquisition of languages with different categories (e.g. closed syllables in German and open syllables in Spanish). Data from three monolingual Spanish children and from three bilingual German--Spanish children are presented as illustration of the modified measurements: expanded PMLU of features (ePMLU-F), expanded PMLU of syllables (ePMLU-S) and expanded PWP (ePWP). By means of measuring both features and prosodic positions, the expanded measurements do better justice to the various aspects of child phonology. Nonetheless, an important goal of this article is to stimulate discussion in order to bring our state-of-the-art closer to descriptive adequacy.

  11. The zone of proximal development during assessment of intellectual development in pre-school children

    Directory of Open Access Journals (Sweden)

    Solovieva Yu.

    2016-12-01

    Full Text Available The zone of proximal development is a well-known and frequently referenced term within cultural historical psychology. Nevertheless, it is rarely used in the concrete practice of assessing intellectual development. The majority of proposals for such assessment are based on a behavioral and psychometric conception of development. This study presents a Scheme for Evaluation of Intellectual Development based on the concept of the zone of proximal development and on gradual intellectual development. The Scheme was applied to 160 Mexican pre-school children from rural, suburban, official, and private kindergartens. The Scheme permitted us to determine the zone of proximal development by evaluating the children’s level of external orientation during the solution of new intellectual tasks. Three levels of orientation through external help were established. The results showed that the majority of children from all groups managed to fulfil new tasks after receiving external help, which indicated the existence of their zone of proximal development. Differences were detected in the use of the level of help in all groups. Statistical analysis showed a significant correlation between the level of helping received, the degree of fulfilment of the task, and the children’s socio-cultural group. The results permitted us to establish more precisely the zone of proximal development at pre-school age. We discuss how the concept of the zone of proximal development might be used in concrete psychological practice and research, instead of being only a well-known term at a declarative level.

  12. Can Kinesiological Activities Change "Pure" Motor Development in Preschool Children during One School Year?

    Science.gov (United States)

    Krneta, Željko; Casals, Cristina; Bala, Gustav; Madić, Dejan; Pavlović, Slobodan; Drid, Patrik

    2015-07-01

    The purpose of this study was to evaluate the effects of an additional, organized, and more intensive kinesiological treatment on "pure" motor abilities in preschool children. In the present study an experimental treatment was carried out on a sample of 37 preschool boys by applying kinesiological activities. The 60 minute treatment was applied over a period of one school year (9 months), twice a week. A control group of 31 boys were trained according to the regular program for preschool institutions. Treatment effects were assessed by 8 motor ability tests and 5 anthropometric measures. The significant differences between the groups, which were observed after the final measurement and compared to the initial one, proved that the kinesiological treatment had a positive impact on the general development of "pure" motor abilities. The most significant effect of experimental kinesiological treatment was the improvement in whole body force, flexibility and coordination of preschool boys. These findings, obtained only in one school year, point to the importance of physical exercise and the application of additional kinesiological activities with various modalities, to improve motor development, even morphological growth and development in preschool children. The effects of the perennial application of kinesiological activities, under the supervision of kinesiological professionals, could be beneficial and could form the basis for a better biological and motor development in older age.

  13. 新疆少数民族学前双语教师培训现状与对策研究-以喀什地区教师为例∗%The Current Situation of Ethnic Minority Preschool Bilingual Teacher Training - Kashi as an Example

    Institute of Scientific and Technical Information of China (English)

    李茜

    2015-01-01

    This investigation of the status quo of the preschool bilingual teacher training in Kashi found that preschool bilingual education in Xinjiang is poor in the foundation, insufficient in the number and not high enough in the quality. It proposed that measures must be taken to enrich the training content, improve the training methods, perfect the training management, improve the quality of the trainers, and integrate the training resources in order to improve the quality of preschool bilingual teacher training.%文章通过对喀什地区学前双语教师培训工作的现状进行深入调查,发现新疆学前双语教育存在着基础较差、底子较薄、双语教师数量不足和质量不高等问题,提出充实培训内容、改进培训方式、健全培训管理、提高培训者素质和整合培训资源等对策和建议,以期提高学前双语教师培训质量。

  14. The Effect of Maternal Language on Bilingual Children's Vocabulary and Emergent Literacy Development during Head Start and Kindergarten

    Science.gov (United States)

    Hammer, Carol Scheffner; Davison, Megan Dunn; Lawrence, Frank R.; Miccio, Adele W.

    2009-01-01

    This investigation examined the impact of maternal language and children's gender on bilingual children's vocabulary and emergent literacy development during 2 years in Head Start and kindergarten. Seventy-two mothers and their children who attended English immersion programs participated. Questionnaires administered annually over a 3-year period…

  15. The Development of Suppletive and Affixal Tense and Agreement Morphemes in the L3 English of Basque-Spanish Bilinguals

    Science.gov (United States)

    Garcia Mayo, Maria del Pilar; Villarreal Olaizola, Izaskun

    2011-01-01

    This article examines the third language (L3) developing morphology of 78 Basque-Spanish bilinguals following a Content and Language Integrated Learning (CLIL) program and a mainstream English as a foreign language (non-CLIL) program. The analysis of cross-sectional and longitudinal oral data shows that (1) the omission of inflection in the L3…

  16. Bilingual Resource Instruction for the Development of Gainful Employment Skills (Project BRIDGES). 1990-91 Final Evaluation Profile. OREA Report.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

    An evaluation was done of New York City Public Schools' Bilingual Resource Instruction for the Development of Gainful Employment Skills Program (Project BRIDGES), which served poor immigrant high school students. The program operated at three Brooklyn high schools (Sheepshead Bay High School, Franklin D. Roosevelt High School, and South Shore High…

  17. Bilingualism and the Development of Children's Word Awareness%双语与儿童词意识发展

    Institute of Scientific and Technical Information of China (English)

    吴菡菱

    2013-01-01

    This thesis reviews empirical studies on the develop-ment of bilingual children's word awareness in the past forty years. Beginning with the definition of bilingualism and word awareness, the report introduces the potential positive effects that bilingualism has upon the development of child's word awareness and discusses the mechanism of bilingual children's better per-formance. Finally, the conclusions are derived from those re-searches and the problems required solved in further study are briefly illustrated.%  文章回顾了近40年来国外有关双语儿童词意识发展的实证研究,从双语以及词意识的概念入手,介绍了双语对儿童词意识两个层面发展的积极影响以及双语儿童词意识发展优势的内在机制。最后对已有的研究进行了评述并提出了需要进一步研究的问题。

  18. Cognitive Complexity and Attentional Control in the Bilingual Mind.

    Science.gov (United States)

    Bialystok, Ellen

    1999-01-01

    Investigated in preschoolers whether the bilingual advantage in cognitive control or selective attention could be found in a nonverbal task, the dimensional change card sort, requiring minimal demands for analysis or representation. Found that bilingual children were more advanced than monolinguals in solving problems requiring high levels of…

  19. Storytelling with robots: Learning companions for preschool children's language development

    OpenAIRE

    Kory, Jacqueline Marie; Breazeal, Cynthia Lynn

    2014-01-01

    Children's oral language skills in preschool can predict their academic success later in life. As such, increasing children's skills early on could improve their success in middle and high school. To this end, we propose that a robotic learning companion could supplement children's early language education. The robot targets both the social nature of language learning and the adaptation necessary to help individual children. The robot is designed as a social character that interacts with chil...

  20. Humour among Chinese and Greek Preschool Children in Relation to Cognitive Development

    Science.gov (United States)

    Guo, Juan; Zhang, XiangKui; Wang, Yong; Xeromeritou, Aphrodite

    2011-01-01

    The researchers studied humour among Chinese and Greek preschool children in relation to cognitive development. The sample included 55 Chinese children and 50 Greek children ages 4½ to 5½ years. Results showed that both Chinese and Greek children's humour recognition were significantly and positively correlated to their cognitive development, but…

  1. Motor Skill Performance by Low SES Preschool and Typically Developing Children on the PDMS-2

    Science.gov (United States)

    Liu, Ting; Hoffmann, Chelsea; Hamilton, Michelle

    2017-01-01

    The purpose of this study was to compare the motor skill performance of preschool children from low socioeconomic (SES) backgrounds to their age matched typically developing peers using the Peabody Developmental Motor Scales-2 (PDMS-2). Sixty-eight children (34 low SES and 34 typically developing; ages 3-5) performed the PDMS-2. Standard scores…

  2. Starting Small: Building Preschool Teacher Knowledge that Supports Early Literacy Development

    Science.gov (United States)

    Cunningham, Anne E.; Zibulsky, Jamie; Callahan, Mia D.

    2009-01-01

    A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children's early literacy development, considerably fewer…

  3. Effective Behavior Management in Preschool Classrooms and Children's Task Orientation: Enhancing Emergent Literacy and Language Development

    Science.gov (United States)

    Dobbs-Oates, Jennifer; Kaderavek, Joan N.; Guo, Ying; Justice, Laura M.

    2011-01-01

    This study investigated the relations among preschool teachers' behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers' behavior management and children's emergent literacy and language development.…

  4. The Effect of Institutionalization on Psychomotor Development of Preschool Aged Children

    Science.gov (United States)

    Giagazoglou, Paraskevi; Kouliousi, Chrysoula; Sidiropoulou, Maria; Fahantidou, Anna

    2012-01-01

    Development can be altered by several factors which can either facilitate or obstruct development. The aim of the current study was the examination and the detection of differences in the developmental profiles of preschool aged children living in conventional institution facilities (N = 28), in SOS villages (N = 20) and in natural family…

  5. Short Research Report: Exploring Resilience Development in a Taiwanese Preschooler's Narrative--An Emerging Theoretical Mode

    Science.gov (United States)

    Lin, Kuan-Ling Olivia

    2016-01-01

    It is important to foster resilience in early childhood as this quality is, according to this author, "an individual's progressing development to adjust to life difficulties." This narrative study provides a cultural perspective by investigating a Taiwanese context and shifts the attention to preschoolers' resilience development in both…

  6. Ups and Downs in Auditory Development: Preschoolers' Sensitivity to Pitch Contour and Timbre

    Science.gov (United States)

    Creel, Sarah C.

    2016-01-01

    Much research has explored developing sound representations in language, but less work addresses developing representations of other sound patterns. This study examined preschool children's musical representations using two different tasks: discrimination and sound--picture association. Melodic contour--a musically relevant property--and…

  7. Preschool Teachers' Attitudes toward Internet Applications for Professional Development in Taiwan

    Science.gov (United States)

    Chen, Ru-Si

    2016-01-01

    This study focuses on preschool teachers' attitudes toward integrated Internet applications for professional development by a survey in Taiwan. The researcher developed a survey questionnaire consisting of five factors: usefulness, effectiveness, behavioral intention, Internet connection, and professional competence. This study analyzed the survey…

  8. Designing Better Preschools: Improving Communication between Designers and Child Development Professionals

    Science.gov (United States)

    Beacham, Cindy V.

    2006-01-01

    This exploratory study examined communications between designers and child development professionals during the preschool design process. Qualitative interviews and focus groups were conducted to investigate the need for communication support between child development professionals, parents, and design professionals (n = 20) during the process of…

  9. Development and Validation of the Preschool Temperament Classification System for Use with Teachers

    Science.gov (United States)

    Munis, Pelin; Greenfield, Daryl B.; Henderson, Heather A.; George, J'Lene

    2007-01-01

    The purpose of the current study is to describe the development and validation of a new measure of temperament, the Preschool Temperament Classification System (PTCS). The PTCS was developed as a typological measure that identifies children's temperament styles as undercontrolled, resilient, or overcontrolled. The PTCS is a time efficient…

  10. The Development of Two Types of Inhibitory Control in Monolingual and Bilingual Children

    Science.gov (United States)

    Martin-Rhee, Michelle M.; Bialystok, Ellen

    2008-01-01

    Previous research has shown that bilingual children excel in tasks requiring inhibitory control to ignore a misleading perceptual cue. The present series of studies extends this finding by identifying the degree and type of inhibitory control for which bilingual children demonstrate this advantage. Study 1 replicated the earlier research by…

  11. Syntactic Development in the L1 of Spanish-English Bilingual Children

    Science.gov (United States)

    Austin, Jennifer; Blume, Maria; Sanchez, Liliana

    2013-01-01

    In this exploratory study of subtractive bilingualism in Spanish-English bilingual children, we present evidence that crosslinguistic influence has a selective effect on heritage first language loss. Differences in feature strength between English and Spanish in interrogative and negative polarity item (NPI) sentences seem to affect the…

  12. The Effects of Bilingualism on Infant Language Development : The Acquisition of Sounds and Words

    NARCIS (Netherlands)

    Liu, Liquan|info:eu-repo/dai/nl/369509870

    2014-01-01

    This dissertation reports on the influence of bilingualism on infants’ sound and word acquisition in the first two years of life. It targets the question of whether mono- and bilingual infants follow the same developmental trajectory of language acquisition, it displays similarities and differences

  13. Responding to the Call: Developing and Assessing Pedagogical Spanish Competencies in Bilingual Teacher Education

    Science.gov (United States)

    Aquino-Sterling, Cristian R.

    2016-01-01

    Bilingual teacher education scholars continue to advocate for the improvement of Spanish language-related teacher preparation practices. However, the field is in need of research on how bilingual teacher educators across the U.S. are addressing this task in their work with future teachers. In responding to this call, I describe an approach and an…

  14. A Sociolinguistic Analysis of the Language Preferences of Adolescent Bilinguals: Shifting Allegiances and Developing Identities.

    Science.gov (United States)

    Caron-Caldas, Suzanne; Caldas, Stephen J.

    2002-01-01

    Tracks the language preferences of three French/English bilingual children, twin girls aged 13 and a boy aged 15, over a 72-month period. Using weekly tape recorded conversations of family dinnertime conversations both in the children's Louisiana home, and a summer residence in French-speaking Quebec, the bilingual authors--who are also the…

  15. The Effects of Bilingualism on Infant Language Development : The Acquisition of Sounds and Words

    NARCIS (Netherlands)

    Liu, Liquan

    2014-01-01

    This dissertation reports on the influence of bilingualism on infants’ sound and word acquisition in the first two years of life. It targets the question of whether mono- and bilingual infants follow the same developmental trajectory of language acquisition, it displays similarities and differences

  16. Comparative Language Development in Bilingual and Monolingual Children with Autism Spectrum Disorder: A Systematic Review

    Science.gov (United States)

    Lund, Emily M.; Kohlmeier, Theresa L.; Durán, Lillian K.

    2017-01-01

    The prevalence of both bilingual children and children with autism spectrum disorder (ASD) is growing rapidly, and early childhood educators may be increasingly likely to encounter bilingual children with ASD in their classrooms. Because ASD significantly affects communication, many parents and professionals may have questions or concerns about…

  17. Teachers' Self-Efficacy and Knowledge of Healthy Nutrition and Physical Activity Practices for Preschoolers: Instrument Development and Validation

    Science.gov (United States)

    Derscheid, Linda E.; Kim, So-Yeun; Zittel, Lauriece L.; Umoren, Josephine; Henry, Beverly W.

    2014-01-01

    Childhood obesity remains a problem in the United States. Preschool teachers can help to attenuate it but need to have the confidence or self-efficacy to provide healthy practices. Therefore, the purpose of this study was to (a) develop and validate a preschool teacher self-efficacy tool to examine teachers' confidence in addressing the nutrition…

  18. "Play Skills" for Shy Children: Development of a "Social Skills Facilitated Play" Early Intervention Program for Extremely Inhibited Preschoolers

    Science.gov (United States)

    Coplan, Robert J.; Schneider, Barry H.; Matheson, Adrienne; Graham, Allison

    2010-01-01

    The aim of the present study was to develop and provide a preliminary evaluation of a social-skills-based early intervention program specifically designed to assist extremely inhibited preschoolers. Participants were a sample of n = 522 extremely inhibited preschool-aged children, who were randomly assigned to either the "Social Skills…

  19. Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years.

    Science.gov (United States)

    Hoff, Erika; Rumiche, Rosario; Burridge, Andrea; Ribot, Krystal M; Welsh, Stephanie N

    2014-10-01

    The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.

  20. Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years

    Science.gov (United States)

    Hoff, Erika; Rumiche, Rosario; Burridge, Andrea; Ribot, Krystal M.; Welsh, Stephanie N.

    2014-01-01

    The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home. PMID:25089074

  1. Preschool and Primary School Influences on the Development of Children's Early Numeracy Skills between the Ages of 3 and 7 Years in Germany

    Science.gov (United States)

    Anders, Yvonne; Grosse, Christiane; Rossbach, Hans-Gunther; Ebert, Susanne; Weinert, Sabine

    2013-01-01

    Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while…

  2. Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment.

    Science.gov (United States)

    Boerma, Tessel; Leseman, Paul; Wijnen, Frank; Blom, Elma

    2017-01-01

    Background: The language profiles of children with language impairment (LI) and bilingual children can show partial, and possibly temporary, overlap. The current study examined the persistence of this overlap over time. Furthermore, we aimed to better understand why the language profiles of these two groups show resemblance, testing the hypothesis that the language difficulties of children with LI reflect a weakened ability to maintain attention to the stream of linguistic information. Consequent incomplete processing of language input may lead to delays that are similar to those originating from reductions in input frequency. Methods: Monolingual and bilingual children with and without LI (N = 128), aged 5-8 years old, participated in this study. Dutch receptive vocabulary and grammatical morphology were assessed at three waves. In addition, auditory and visual sustained attention were tested at wave 1. Mediation analyses were performed to examine relationships between LI, sustained attention, and language skills. Results: Children with LI and bilingual children were outperformed by their typically developing (TD) and monolingual peers, respectively, on vocabulary and morphology at all three waves. The vocabulary difference between monolinguals and bilinguals decreased over time. In addition, children with LI had weaker auditory and visual sustained attention skills relative to TD children, while no differences between monolinguals and bilinguals emerged. Auditory sustained attention mediated the effect of LI on vocabulary and morphology in both the monolingual and bilingual groups of children. Visual sustained attention only acted as a mediator in the bilingual group. Conclusion: The findings from the present study indicate that the overlap between the language profiles of children with LI and bilingual children is particularly large for vocabulary in early (pre)school years and reduces over time. Results furthermore suggest that the overlap may be explained by

  3. Language Proficiency and Sustained Attention in Monolingual and Bilingual Children with and without Language Impairment

    Directory of Open Access Journals (Sweden)

    Tessel Boerma

    2017-07-01

    Full Text Available Background: The language profiles of children with language impairment (LI and bilingual children can show partial, and possibly temporary, overlap. The current study examined the persistence of this overlap over time. Furthermore, we aimed to better understand why the language profiles of these two groups show resemblance, testing the hypothesis that the language difficulties of children with LI reflect a weakened ability to maintain attention to the stream of linguistic information. Consequent incomplete processing of language input may lead to delays that are similar to those originating from reductions in input frequency.Methods: Monolingual and bilingual children with and without LI (N = 128, aged 5–8 years old, participated in this study. Dutch receptive vocabulary and grammatical morphology were assessed at three waves. In addition, auditory and visual sustained attention were tested at wave 1. Mediation analyses were performed to examine relationships between LI, sustained attention, and language skills.Results: Children with LI and bilingual children were outperformed by their typically developing (TD and monolingual peers, respectively, on vocabulary and morphology at all three waves. The vocabulary difference between monolinguals and bilinguals decreased over time. In addition, children with LI had weaker auditory and visual sustained attention skills relative to TD children, while no differences between monolinguals and bilinguals emerged. Auditory sustained attention mediated the effect of LI on vocabulary and morphology in both the monolingual and bilingual groups of children. Visual sustained attention only acted as a mediator in the bilingual group.Conclusion: The findings from the present study indicate that the overlap between the language profiles of children with LI and bilingual children is particularly large for vocabulary in early (preschool years and reduces over time. Results furthermore suggest that the overlap may be

  4. Developing Vocabulary and Conceptual Knowledge for Low-Income Preschoolers: A Design Experiment

    Science.gov (United States)

    Neuman, Susan B.; Dwyer, Julie

    2011-01-01

    The purpose of this design experiment was to research, test, and iteratively derive principles of word learning and word organization that could help to theoretically advance our understanding of vocabulary development for low-income preschoolers. Six Head Start teachers in morning and afternoon programs and their children (N = 89) were selected…

  5. Developing Preschool Deaf Children's Language and Literacy Learning from an Educational Media Series

    Science.gov (United States)

    Golos, Debbie B.; Moses, Annie M.

    2013-01-01

    With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31)…

  6. Development and Validation of a Behavioral Screener for Preschool-Age Children

    Science.gov (United States)

    DiStefano, Christine A.; Kamphaus, Randy W.

    2007-01-01

    The purpose of this study was to document the development of a short behavioral scale that could be used to assess preschoolers' behavior while still retaining adequate scale coverage, reliability, and validity. Factor analysis and item analysis techniques were applied to data from a nationally representative, normative database to create a…

  7. Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers with Hearing Loss

    Science.gov (United States)

    Gilliver, Megan; Cupples, Linda; Ching, Teresa Y. C.; Leigh, Greg; Gunnourie, Miriam

    2016-01-01

    This study evaluated the effectiveness of intervention for developing deaf and hard-of-hearing (DHH) preschoolers' phonological awareness (PA) skills. Thirty children (mean age 57 months) with aided, bilateral hearing loss (and who primarily communicated using spoken English) were recruited in the year prior to commencing formal schooling. The…

  8. Developing Turkish Preservice Preschool Teachers' Attitudes and Understanding about Teaching Science through Play

    Science.gov (United States)

    Bulunuz, Mizrap

    2012-01-01

    This research studied the development of preservice teachers' understandings and attitudes about teaching science through playful experiences. Subjects were 94 senior preservice teachers in two sections of a science methods class on teaching preschool children. Data sources were semi-structured interviews and open-ended questionnaire at the…

  9. Developing Preschool Deaf Children's Language and Literacy Learning from an Educational Media Series

    Science.gov (United States)

    Golos, Debbie B.; Moses, Annie M.

    2013-01-01

    With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31)…

  10. Parenting and Preschool Child Development: Examination of Three Low-Income U.S. Cultural Groups

    Science.gov (United States)

    Whiteside-Mansell, Leanne; Bradley, Robert H.; McKelvey, Lorraine

    2009-01-01

    We examined the impact of parenting behaviors on preschool children's social development in low-income families from three cultural groups: European American (n = 286), African American (n = 399), and Hispanic American (n = 164) using Spanish as the primary language in the home. Observed parenting behaviors of stimulation, responsivity, and…

  11. Can Professional Development for Teachers Enhance Language and Literacy Environments for Preschoolers? Evaluation Science Brief

    Science.gov (United States)

    National Forum on Early Childhood Program Evaluation, 2009

    2009-01-01

    "Evaluation Science Briefs" summarize the findings and implications of a recent study evaluating the effects of an early childhood program or environment. This Brief evaluates the study, "Building Support for Language and Literacy in Preschool Classrooms through In-Service Professional Development: Effects of the Literacy Environment Enrichment…

  12. Daytime Sleep Patterns in Preschool Children with Autism, Developmental Delay, and Typical Development

    Science.gov (United States)

    Schwichtenberg, A. J.; Iosif, Ana-Maria; Goodlin-Jones, Beth; Tang, Karen; Anders, Thomas

    2011-01-01

    The present study examined daytime sleep patterns in 3 groups of preschool-aged children: children with autism, children with developmental delay, and children who were developing typically. Sleep was assessed in 194 children via actigraphy and parent-report sleep diaries for 7 consecutive days on 3 separate occasions over 6 months. Children with…

  13. The Development of Recipient-Dependent Sharing Behavior and Sharing Expectations in Preschool Children

    Science.gov (United States)

    Paulus, Markus; Moore, Chris

    2014-01-01

    This study investigated the development of sharing expectations and sharing behavior in 3 groups of 3-, 4-, and 5-year-old children. We examined (a) whether preschool children expect a person to share more with a friend than with a disliked peer and (b) whether their expectation about others' sharing behavior depends on whether there is a cost or…

  14. The Relationship of Parenting Stress and Child Temperament to Language Development among Economically Disadvantaged Preschoolers

    Science.gov (United States)

    Noel, Melanie; Peterson, Carole; Jesso, Beulah

    2008-01-01

    Oral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to…

  15. Sustained Attention and Social Competence in Typically Developing Preschool-Aged Children

    Science.gov (United States)

    Murphy, Laura M. Bennett; Laurie-Rose, Cynthia; Brinkman, Tara M.; McNamara, Kelly A.

    2007-01-01

    The current study examines the relationship between sustained attention and social competence in preschool children. While studies demonstrate that children with attention deficit hyperactivity disorder (ADHD) exhibit poor social competence, less is known about typically developing children. Since children with ADHD have associated behavior…

  16. The Role of "Kilimani Sesame" in the Healthy Development of Tanzanian Preschool Children

    Science.gov (United States)

    Borzekowski, Dina L. G.; Macha, Jacob E.

    2010-01-01

    "Kilimani Sesame," a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering "Kilimani Sesame" material to 223 children in the rural district of Kisarawe and the city of Dar es…

  17. Social Interactions in Preschool Classrooms and the Development of Young Children's Conceptions of the Personal.

    Science.gov (United States)

    Killen, Melanie; Smetana, Judith G.

    1999-01-01

    Two studies examined preschool teacher and child interactions regarding personal, moral, and socioconventional issues in the classroom and the development of personal concepts. Findings suggested that in both judgments and social interactions, teachers and children identified a personal domain in which children can and should make choices about…

  18. The Relationship of Parenting Stress and Child Temperament to Language Development among Economically Disadvantaged Preschoolers

    Science.gov (United States)

    Noel, Melanie; Peterson, Carole; Jesso, Beulah

    2008-01-01

    Oral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to…

  19. The Role of "Kilimani Sesame" in the Healthy Development of Tanzanian Preschool Children

    Science.gov (United States)

    Borzekowski, Dina L. G.; Macha, Jacob E.

    2010-01-01

    "Kilimani Sesame," a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering "Kilimani Sesame" material to 223 children in the rural district of Kisarawe and the city of Dar es…

  20. Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education

    Science.gov (United States)

    Vujicic, Lidija; Camber Tambolaš, Akvilina

    2017-01-01

    The culture of institutions of early education is a strong network of customs, rules, norms and behaviours that affect the daily life and work of all its individuals. Consequently, the professional development of preschool teachers is not only an individual process of professional advancement, but also a process that changes the culture of the…

  1. Parenting and Preschool Child Development: Examination of Three Low-Income U.S. Cultural Groups

    Science.gov (United States)

    Whiteside-Mansell, Leanne; Bradley, Robert H.; McKelvey, Lorraine

    2009-01-01

    We examined the impact of parenting behaviors on preschool children's social development in low-income families from three cultural groups: European American (n = 286), African American (n = 399), and Hispanic American (n = 164) using Spanish as the primary language in the home. Observed parenting behaviors of stimulation, responsivity, and…

  2. "How Would You Feel? What Would You Do?" Development and Underpinnings of Preschoolers' Social Information Processing

    Science.gov (United States)

    Denham, Susanne A.; Bassett, Hideko Hamada; Way, Erin; Kalb, Sara; Warren-Khot, Heather; Zinsser, Katherine

    2014-01-01

    Young children's social information processing (SIP) encompasses a series of steps by which they make sense of encounters with other persons; cognitive and emotional aspects of SIP often predict adjustment in school settings. More attention is needed, however, to the development of preschoolers' SIP and its potential foundations. To this end, a…

  3. DEVELOPMENT OF FINE MOTOR COORDINATION AND VISUAL-MOTOR INTEGRATION IN PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Haris MEMISEVIC

    2013-03-01

    Full Text Available Fine motor skills are prerequisite for many everyday activities and they are a good predictor of a child's later academic outcome. The goal of the present study was to assess the effects of age on the development of fine motor coordination and visual-motor integration in preschool children. The sample for this study consisted of 276 preschool children from Canton Sara­jevo, Bosnia and Herzegovina. We assessed children's motor skills with Beery Visual Motor Integration Test and Lafayette Pegboard Test. Data were analyzed with one-way ANOVA, followed by planned com­parisons between the age groups. We also performed a regression analysis to assess the influence of age and motor coordination on visual-motor integration. The results showed that age has a great effect on the development of fine motor skills. Furthermore, the results indicated that there are possible sensitive periods at preschool age in which the development of fine motor skills is accelerated. Early intervention specialists should make a thorough evaluations of fine motor skills in preschool children and make motor (rehabilitation programs for children at risk of fine motor delays.

  4. From "Hesitant" to "Environmental Leader": The Influence of a Professional Development Program on the Environmental Citizenship of Preschool Teachers

    Science.gov (United States)

    Spektor-Levy, Ornit; Abramovich, Anat

    2017-01-01

    This study investigated the influence that the "Environmental Leadership Professional Development" program had on preschool teachers. The program's aim is to enhance environmental awareness, thus developing environmental citizenship and leadership. The program offered experiential and reflective learning, meetings with environmental…

  5. From "Hesitant" to "Environmental Leader": The Influence of a Professional Development Program on the Environmental Citizenship of Preschool Teachers

    Science.gov (United States)

    Spektor-Levy, Ornit; Abramovich, Anat

    2017-01-01

    This study investigated the influence that the "Environmental Leadership Professional Development" program had on preschool teachers. The program's aim is to enhance environmental awareness, thus developing environmental citizenship and leadership. The program offered experiential and reflective learning, meetings with environmental…

  6. Integration of main directions of development of preschool children in innovative successive educational system “World of Music”

    Directory of Open Access Journals (Sweden)

    Baklanova Tatiana I.

    2016-01-01

    Full Text Available This article describes an innovative education system of pre-school music education “Music world” byT. I. Baklanova, and G. P. Novikova included in a new system of Russian preschool education “Paths”.The education system “Music world” consists of an author’s concept, an integrated programme of musical education, training, development and improvement of health of children of preschool age (3-7 years, two grants for children, methodical recommendations for tutors and musical directors of preschool educational organizations. This education system is developed on a successive basis with a set of textbooks “Music” of T.I. Baklanova (“Planet of Knowledge” series.The integrated approach to five main directions of development and education of children included in the new Federal state educational standards of preschool education is applied in the education system “Music world” for the first time. It is social and communicative, informative, speech, art and esthetic and physical development. These directions are realized in “Music world” in several interconnected interdisciplinary contexts: axiological, cultural and historical, ethnocultural, etc. Polycontextual approach to development of maintenance of preschool music education in combination with integration in him all directions of development and education of preschool children causes scientific novelty, practical importance and efficiency of the education system “Music world”.

  7. Bridging Academic Discourse for Emergent Bilingual Preschoolers: A Spanish-English Dual Language Teacher's Instructional Practices and Extratextual Talk during Shared Readings across Two Different Genres and Languages

    Science.gov (United States)

    Sembiante, Sabrina F.

    2013-01-01

    This qualitative case study examines the nature of a dual language preschool teacher's instructional practices and extratextual talk during shared-book reading practices with two different genres of books in Spanish and English. Specifically, I explore the interpersonal, ideational, and textual features of one teacher's talk in English- and…

  8. Relationship between nutritional status, psychosocial stimulation, and cognitive development in preschool children in Indonesia

    Science.gov (United States)

    Warsito, Oktarina; Hernawati, Neti; Anwar, Faisal

    2012-01-01

    The purposes of the study were to analyze nutritional status, psychosocial stimulation, and factors affecting the cognitive development of preschool-age children. This study was conducted in the Village of Babakan, Sub-District of Dramaga, Bogor Regency, West Java. This cross-sectionally designed study was conducted with mothers who had preschool children aged 3-5 years as respondents. Fifty-eight children were included. The distribution of mother's educational level was quite diverse, and the largest percentage (44.8%) had senior high school education. Approximately 78% of the family income per capita was classified into the non-poor category and 22.4% into the poor category. The average mother's nutritional knowledge score was 76.7 ± 2.5 (moderate category). Most of the preschool children (84.4%) had psychosocial stimulation scores in the moderate category (30-45). The nutritional status of children showed that 15.5% were underweight, 5.2% were wasted, 3.4% were severely wasted, and 19% of the children were in the short and very short categories (stunted). The stepwise regression results showed that psychosocial stimulation (P cognitive development of the preschool children (adjusted R2, 0.434; P = 0.028). PMID:23198025

  9. Relationship between nutritional status, psychosocial stimulation, and cognitive development in preschool children in Indonesia.

    Science.gov (United States)

    Warsito, Oktarina; Khomsan, Ali; Hernawati, Neti; Anwar, Faisal

    2012-10-01

    The purposes of the study were to analyze nutritional status, psychosocial stimulation, and factors affecting the cognitive development of preschool-age children. This study was conducted in the Village of Babakan, Sub-District of Dramaga, Bogor Regency, West Java. This cross-sectionally designed study was conducted with mothers who had preschool children aged 3-5 years as respondents. Fifty-eight children were included. The distribution of mother's educational level was quite diverse, and the largest percentage (44.8%) had senior high school education. Approximately 78% of the family income per capita was classified into the non-poor category and 22.4% into the poor category. The average mother's nutritional knowledge score was 76.7 ± 2.5 (moderate category). Most of the preschool children (84.4%) had psychosocial stimulation scores in the moderate category (30-45). The nutritional status of children showed that 15.5% were underweight, 5.2% were wasted, 3.4% were severely wasted, and 19% of the children were in the short and very short categories (stunted). The stepwise regression results showed that psychosocial stimulation (P cognitive development of the preschool children (adjusted R(2), 0.434; P = 0.028).

  10. Attitudes of typically developing children's parents toward inclusive education of visually impaired preschool children

    OpenAIRE

    Anđelković Marija; Vučinić Vesna; Jablan Branka; Eškirović Branka

    2012-01-01

    This paper presents the results of pilot research on attitudes of parents who have typically developing children toward integrating children with visual impairments into regular preschool education system. The research is the result of a study on the advantages of adapted questionnaire which assesses attitudes of typically developing children's parents on inclusion of children with visual impairments. The sample consists of 34 parents who have typically developing children. We analyzed their ...

  11. Relations among language exposure, phonological memory, and language development in Spanish-English bilingually developing 2-year-olds.

    Science.gov (United States)

    Parra, Marisol; Hoff, Erika; Core, Cynthia

    2011-01-01

    The relation of phonological memory to language experience and development was investigated in 41 Spanish-English bilingual first language learners. The children's relative exposure to English and Spanish and their phonological memory for English- and Spanish-like nonwords were assessed at 22 months of age, and their productive vocabulary and grammar in both languages were assessed at 25 months of age. Phonological memory for English-like nonwords was highly correlated with that for Spanish-like nonwords, and each was related to vocabulary and grammar in both languages, suggesting a language-general component to phonological memory skill. In addition, there was evidence of language-specific benefits of language exposure to phonological memory skill and of language-specific benefits of phonological memory skill to language development.

  12. The Effect of Maternal Language on Bilingual Children’s Vocabulary and Emergent Literacy Development During Head Start and Kindergarten

    OpenAIRE

    Hammer, Carol Scheffner; Davison, Megan Dunn; Lawrence, Frank R.; Miccio, Adele W.

    2009-01-01

    This investigation examined the impact of maternal language and children’s gender on bilingual children’s vocabulary and emergent literacy development during 2 years in Head Start and kindergarten. Seventy-two mothers and their children who attended English immersion programs participated. Questionnaires administered annually over a 3-year period revealed that mothers increased their usage of English to their children. In addition, more mothers of sons reported using “More or All English” wit...

  13. The Development of Fundamental Motor Skills of Four- to Five-Year-Old Preschool Children and the Effects of a Preschool Physical Education Curriculum

    Science.gov (United States)

    Iivonen, S.; Saakslahti, A.; Nissinen, K.

    2011-01-01

    Altogether 38 girls and 46 boys aged four to five years were studied to analyse the linear and non-linear development of fundamental motor skills. The children were grouped into one experimental and one control group to study the effects of an eight-month preschool physical education curriculum. In the course of one year, the balance skills of the…

  14. MORE MINUTES OF PHYSICAL EDUCATION CLASSES SUPPORT MOTOR DEVELOPMENT IN PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Judith Jiménez Díaz

    2010-12-01

    Full Text Available The aim of this study was to determine the effect of physical education classes in 12 fundamental motor skills (FMS. Preschool students (M = 6.09±0.5 years old were randomly assigned to a control group (6 boys and 7 girls who performed the regular preschool class (which includes one 30- minutes session per week; experimental group 1 (6 boys and 6 girls who received the regular preschool class plus 1 session of 30 minutes per week of the intervention program; or experimental group 2 (6 boys and 7 girls, who received the regular preschool class plus 1 session of 60 minutes per week of the intervention program; during 8 weeks (n=38. All participants performed the Test of Gross Motor Development (TGMD-2 before and after the study. A one-way MANOVA reflected a similar behavior in al FMS in the pre-test. A two-way MANOVA (group x time reflected no interaction in the 12 FMS; also in the 6 object control FMS; but there was an interaction in the 6 locomotor FMS. In conclusion, 90-minutes of physical education classes per week only benefit the FMS of galloping and hopping.

  15. CROSSING BRIDGES, DEVELOPING HYPERREALITY: BILINGUAL EPIGRAPHS IN THE NOVEL "THE GILDED AGE, A TALE OF TODAY" (1873 BY S. CLEMENS AND CH. D. WARNER

    Directory of Open Access Journals (Sweden)

    KAZAKOVA LYUDMYLA NIKOLAYEVNA

    2015-01-01

    Full Text Available The article proposes to apply the term "bilingual epigraph", considering "author-epigraph-narrative-reader" relationship in the poetics of the novel, preceded by numerous epigraphs from more than 80 languages over the world. Bilingual epigraphs are unique because they are able to develop new and nonlinear subtext associations. The intellectual reader that can value bilingual epigraph gets involved into manyleveled relations not only of the events portrayed, he also enters new cultural reality, where the bilingual epigraph becomes a key, an allusion. Epigraph together with a reader start to create new levels of reading, they both develop extra locuses within the artistic space of the work. Thus, bilingual epigraphs containing foreign-language elements, perform the function of reference (a footnote developing hypertextual relationship. This article investigates the novel "The Gilded Age, a tale of today" (1873 by Mark Twain (S. Klemens and Ch.D.Worren as one of the first works in which multiple bilingual epigrafs developed Hypertextual relations, in the modern sense of hypertext as a nonlinear narrative.

  16. Exploring the "Bilingual" Teaching of Preschool Children in Minority Area%少数民族地区学前儿童“双语”教学初探

    Institute of Scientific and Technical Information of China (English)

    岳玉阁; 陆开悟

    2012-01-01

    Bilingual teaching is an important characteristic of the minority education and it is essential for the mi- nority education. However, in practice, bilingual teaching is only carried through in elementary school and middle school, not develops in the kindergarten which is the best period to learn languages. This article analyses the possibility and necessity of the minority children to learn languages and puts forward some advice on the bilingual teaching in kin- dergarten, in order that it has some reference value.%“双语”教学是少数民族教育的一个重要的特点,也是发展少数民族教育所必须的。但是,在实践当中“双语”教学的开展大部分只是在中小学阶段进行,而忽视了语言学习的最佳时期——学前期儿童的“双语”教学工作的开展。本文从理论上分析了少数民族儿童学前期学习汉语的可能性与必要性,然后又从实践上提了一些学前期开展“双语”教学的建议,以期对同行们有一些参考价值。

  17. DEVELOPMENT OF COMMUNICATION SKILLS OF HEARING IMPAIRED CHILDREN OF PRESCHOOL AGE BY MEANS OF THEATRICAL ACTIVITIES

    Directory of Open Access Journals (Sweden)

    O. V. Isaakyan

    2016-01-01

    Full Text Available The work is devoted to the development of comm unicative  skills of  hearing impaired  children  of  preschool age. The changes that are taking place in the education system  now, relate to pre-school  education. There is a change in the direction of education from the orientation on the formation of knowledge, knacks and skills to the all-round development. This highlights the challenge to identify the ways of such development at all  age levels.  The development of speech is a unique, sophisticated process flowing differently in  different  children,  especially hearing impaired children. It is important for the successful development of hearing-impaired children that they have   acquired   from   childhood   vital   information about the surrounding objects and phenomena. Modern pedagogical science, which considers education as the playback of human spiritual potential , suggests the using a variety spheres of education influence on the child. The sphere of art is proposed by  the  authors  as  a  space  conducive  to  the  fo rmation   of   social   and   aesthetic   activity  hearing impaired  children of preschool age.  Given  that the game at the preschool age is the leading type of a ctivity, and it was one of the most simple and effective way to develop communication skills in hearing impaired children of preschool age. The main motive for using a theatrical play’s activities to development of hearing impaired children of preschool age is identified; it is the role communication during the concerted activities with each other.   The results of experimental activities on the development of co mmunicative skills of hearing impaired children of preschool age by means of theatrical activities are depicted in article.

  18. Relationship between overall child development and caries severity in Chilean three-year-old preschool children.

    Directory of Open Access Journals (Sweden)

    Marcela Mufdi

    2016-11-01

    Full Text Available To determine the relationship between caries and overall child development in three-year-old children in the cities of Linares and Talca, Chile, 2014-2015. Method: Cross-sectional study conducted in a sample of 170 preschool children attending daycare centers in Linares and Talca. Four dimensions of child development (language, cognition, motor skills and socio-emotional development were qualitatively assessed using the child learning and development test (TADI, for its acronym in Spanish. Nutritional development was calculated with the weight/height index. Caries history was assessed by the dmft index and compromised tissue quantification. Statistical analysis was performed using Pearson's rho, ANOVA, Student’s t-test, Fisher’s exact test and Kruskal-Wallis. Results: A negative linear correlation was observed between dmft and total TADI score (r=-0.20, p=0.00, and the dimensions of language (r=-0.19, p=0.01, cognition (r=-0.18, p=0.02 and socio-emotional development (r=-0.21, p=0.01. Preschoolers with a dmft of >6.5 had a lower average TADI score than those with a dmft of <2.6 (p=0.009. There were no statistically significant differences in the level of compromised tissue quantification between preschool children with normal and altered development. No statistically significant association between dmft and nutritional development was found. Conclusion: A relationship between caries severity and overall child development in three-year-old preschool children was observed. Longitudinal studies are required to assess causality.

  19. A Computational Account of Bilingual Aphasia Rehabilitation

    Science.gov (United States)

    Kiran, Swathi; Grasemann, Uli; Sandberg, Chaleece; Miikkulainen, Risto

    2013-01-01

    Current research on bilingual aphasia highlights the paucity in recommendations for optimal rehabilitation for bilingual aphasic patients (Edmonds & Kiran, 2006; Roberts & Kiran, 2007). In this paper, we have developed a computational model to simulate an English-Spanish bilingual language system in which language representations can vary by age…

  20. Intellectual Development Features and Status in the Nursery Group in Preschool Age

    Directory of Open Access Journals (Sweden)

    Iliyn V.A.,

    2015-12-01

    Full Text Available The article presents the results of a study of intellectual development of high-status, middle-status and low-status members of the educational preschool groups. It is shown that the intellectual development of high status and middle status 4-5 years old children is higher than their low-status peers, especially in such aspects as perception, attention, and memory. This integral indicator of high status subjects corresponds to the average or high level of intelligence, and for most of the subjects of this category is characterized by a high level. An integral component of intellectual development of middle-status children is comparable to the one in high-status. In fact, there is only one, but not least, difference between the two categories: among high-status children there is no kids whose integral indicator of intellectual development is below average. Integral indicator of intellectual development of most low-status subjects corresponds to the low intelligence level. We analyzed a dialectical relationship of intellectual, social, and psychological development of preschool children according to the concept of «interpersonal situation of development». The article presents methodical maintenance of structure definition of interpersonal relations in the preschool educational groups. The study proposed a number of scientific and practical recommendations.

  1. Developing the Many-Sided Background of the Preschool Children Learning Activities by means of Algorismic Skills Development

    Directory of Open Access Journals (Sweden)

    L. V. Voronina

    2013-01-01

    Full Text Available The paper deals with the current problem of modern education – developing the many-sided background for preschool children’s learning activities. At the given stage it is necessary to develop the algorithmic skills – the capability of and readiness for solving different kinds of problems in the strict sequence of operations according to the given patterns. Such algorithmic skills have a meta-disciplinary character and can be developed in class and at home. The paper highlights the algorithmic skills components (personal, regulatory, cognitive and communicative and the key indicators of their formation. The method for developing the algorithmic skills of preschool children is given including the three age related stages: ability to perform the linear algorithms (middle group, working with the branched cyclic algorithms (senior group, mastering the acquired skills and ability to perform some self- dependent tasks (preparatory group. The paper is addressed to the specialists working in the preschool educational sphere: preschool teachers, methodists, psychologists, directors of kindergartens. 

  2. Influence of a physical education plan on psychomotor development profiles of preschool children

    OpenAIRE

    Teixeira Costa, Hélder José; Abelairas-Gomez, Cristian; Arufe-Giráldez, Vìctor; Pazos-Couto, José María; Barcala-Furelos, Roberto

    2015-01-01

    This study aimed to investigate the influence of structured physical education on the psychomotor development of 3 to 5 year-old preschool children. The sample consisted of 324 students of both sexes (3 to 5 year-old) from 9 public kindergarten classes in Porto, Portugal. A battery of psychomotor tests (pre-test) was used to assess the students’ psychomotor development profiles. The sample was divided in 2 groups: an experimental group (162 students) and a control group (162 students). Physic...

  3. [Correction of psychophysical development of preschool children 3-4 year old with movement disorders by means of Bobath therapy

    OpenAIRE

    Bukhovets, B. O.

    2016-01-01

    This study deals with the definition of efficiency application means Bobath therapy as main correction psychophysical development method of preschool age 3 -4 years children, who have movement disorders.

  4. Ups and Downs in Auditory Development: Preschoolers' Sensitivity to Pitch Contour and Timbre.

    Science.gov (United States)

    Creel, Sarah C

    2016-03-01

    Much research has explored developing sound representations in language, but less work addresses developing representations of other sound patterns. This study examined preschool children's musical representations using two different tasks: discrimination and sound-picture association. Melodic contour--a musically relevant property--and instrumental timbre, which is (arguably) less musically relevant, were tested. In Experiment 1, children failed to associate cartoon characters to melodies with maximally different pitch contours, with no advantage for melody preexposure. Experiment 2 also used different-contour melodies and found good discrimination, whereas association was at chance. Experiment 3 replicated Experiment 2, but with a large timbre change instead of a contour change. Here, discrimination and association were both excellent. Preschool-aged children may have stronger or more durable representations of timbre than contour, particularly in more difficult tasks. Reasons for weaker association of contour than timbre information are discussed, along with implications for auditory development. Copyright © 2015 Cognitive Science Society, Inc.

  5. The effects of bilingualism on children's perception of speech sounds

    NARCIS (Netherlands)

    Brasileiro, I.

    2009-01-01

    The general topic addressed by this dissertation is that of bilingualism, and more specifically, the topic of bilingual acquisition of speech sounds. The central question in this study is the following: does bilingualism affect children’s perceptual development of speech sounds? The term bilingual i

  6. Perceptions of an Anticipated Bilingual Education Program in Turkey

    Science.gov (United States)

    Ozfidan, Burhan; Burlbaw, Lynn; Kuo, Li-Jen

    2016-01-01

    Bilingual education is globally an important aspect within the educational community in recent years. The purpose of the study is to explore perceptions towards a bilingual education program and investigate factors that may affect the development of a bilingual education program in Turkey. This study also identifies the benefits of bilingualism in…

  7. The development of communicative competence of the preschool-aged children in context of curricular reform of Czech education

    OpenAIRE

    2008-01-01

    This bachelor thesis introduces the problems of the communicative competence development in the Frame work educational programme for pre-school education (below RVP PV) and describes how to include this issue in the school educational programme of the kindergarten, where I work. The main objective is to create an experimental programme to support pre-school children communication skills development followed by subsequent verification of its effectivity. The theoretical part of the thesis deal...

  8. Estimation of the level of cognitive development of a preschool child using the system of situations

    Directory of Open Access Journals (Sweden)

    Pavel Gorev

    2016-02-01

    Full Text Available The article describes a model of reliable estimation of cognitive development of a preschool child by means of the system of situations. Thus the leading technology is modeling the systems of open-type tasks of mathematical contents and the system analysis of big selections of experimental data based on the two-point scale of four parameters: optimality of the ideas offered by children; efficiency of the reasoning given by them; originality of their answer and level of decision development. As a result of the pilot study conducted in 2015 on selection of 3,800 preschool children, it was succeeded to approve the offered technology of estimation and to generalize results in the form of the integrated assessment of relative character – coefficient of cognitive development level. Mathematical-statistical processing of the results of the research allows to prove uniformity of experimental selection and to specify the level of cognitive development with a reliable accuracy of normal distribution for each age group of the preschool child basing on calculation of samples quartiles that in turn can define the further program of individual development of a child providing his transition to higher level of the general education and consequently, higher quality of education.

  9. Dual Language Development Disorders: A Handbook on Bilingualism & Second Language Learning

    Directory of Open Access Journals (Sweden)

    Bernardo Kolling Limberger

    2013-06-01

    Full Text Available O livro Dual language development and disorders: A Handbook on Bilingualism & Second Language Learning discorre sobre questões teóricas e práticas a respeito do ensino e da aprendizagem de uma segunda língua por crianças com ou sem algum transtorno de linguagem. O objetivo central dos autores é apresentar uma visão crítica de pesquisas sobre crianças bilíngues e aprendizes de segunda língua. Os autores contemplam o bilinguismo de crianças pertencentes a grupos minoritários, majoritários e de crianças adotadas internacionalmente. Por meio de um texto claro e objetivo, os autores mostram uma visão favorável ao bilinguismo. A leitura é rica e esclarecedora para pais e para profissionais que atuam diretamente com as crianças bilíngues.

  10. Metalinguistic Aspects of Bilingual Processing.

    Science.gov (United States)

    Bialystok, Ellen

    2001-01-01

    Examines differences in metalinguistic development between monolingual and bilingual children in terms of three subcategories: word awareness, syntactic awareness, and phonological awareness. In each case, some studies have reported advantages for bilingual children, while others have found either no difference between the groups or monolingual…

  11. Bilingualism and Achievement in Schools.

    Science.gov (United States)

    Ure, Jean

    1980-01-01

    Failures are better documented than successes in bilingual education programs. A theory is needed powerful enough to predict success while accounting for reported failures. Most important is the effect of bilingualism on cognitive development. Use of the first language should complement the second, particularly in problem solving and question…

  12. Theory and Practice of Bilingualism.

    Science.gov (United States)

    Levinsky, Frieda L.

    This paper presents a discussion of the theory of bilingual education, including ideas developed by several linguistic researchers. Various aspects of bilingual education are discussed including objectives, definition, raison d'etre, dominance and balance, learning, types, and barriers. Second language learning is considered along with reasons for…

  13. Bilingualism and Bilingual Education Programs.

    Science.gov (United States)

    Gutierrez, Medardo

    1972-01-01

    The bilingual is an individual who straddles and/or links, to a greater or lesser degree, two or more languages and cultures. The degree of language and cultural dominance can vary from individual to individual, and bilingual programs must take this variety into consideration. This paper considers some of the varying degrees of bilingual…

  14. Parenting Behavior in Mothers of Preschool Children with ASD: Development of a Self-Report Questionnaire

    Directory of Open Access Journals (Sweden)

    Greet Lambrechts

    2015-01-01

    Full Text Available Parents of young children with autism spectrum disorder (ASD encounter many daily challenges and often experience much stress. However, little research exists about parenting behavior among these parents. With this study, we aim to address this gap. We examined the structure and internal consistency of a questionnaire intended to measure parenting behavior among mothers of young children with ASD. Furthermore, we compared parenting behavior among mothers of young children with and without ASD between two and six years old. Factor analyses resulted in a factor solution with seven subscales of parenting behavior. Two additional subscales especially relevant for parenting preschoolers with ASD were also considered. Analyses of covariance, controlling for gender and age, showed significantly higher scores for Discipline and Stimulating the Development in the control group in comparison with the ASD group. These findings suggest that mothers of preschoolers with ASD are still trying to find strategies to guide and stimulate their child’s behavior and development effectively.

  15. Cross-Language Associations in the Development of Preschoolers' Receptive and Expressive Vocabulary.

    Science.gov (United States)

    Maier, Michelle F; Bohlmann, Natalie L; Palacios, Natalia A

    The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's (N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages.

  16. The development of Self-control of Cognitive Activity in Preschool Age

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    Chernokova T.E.,

    2015-02-01

    Full Text Available We discuss the problem of self-control formation in the context of metacognitive development of children. The hypothesis of the study was that in the preschool age, the structure of self-cognition begins to form, which includes anticipating, process and final self-control. The aim of the study was to identify the dynamics of self-control of cognitive activity in the preschool years. We used an experimental technique in which children were asked to identify the problem and plan of the learning activities, implement it and evaluate the results. The study involved 60 children aged 4 to 7 years. In all age groups higher rates of current and total self-control were found, but the most intensive dynamics were identified in terms of predictive self-control. In the preschool age children occasionally show a formal self-control. At the age of 5-6 years old, the children start to develop the self-control structure, and significant correlations were found between the indicators of current and final self. The most advanced children demonstrate meaningful self-control. This is due not only to the development of self-awareness, arbitrariness and traditionally described cognitive processes, but also to the development of dialectical thinking and metacognitions.

  17. Literacy development in deaf students: case studies in bilingual teaching and learning.

    Science.gov (United States)

    Evans, Charlotte J

    2004-01-01

    A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second-language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students.

  18. The role of animation in spiritual and moral development of preschool children

    Directory of Open Access Journals (Sweden)

    Yulia Baranova

    2014-06-01

    Full Text Available Animated film has a high potential of artistic and aesthetic, moral and emotional impact on children of preschool age, as well as extensive educational and training opportunities. The author describes the experience of using animation on lessons in the system of supplementary education. In the process of artistic activity cartoons do not create only background information, but allow children to develop such values as goodness, love, family, friendship, humane attitude toward nature.

  19. Stimulation of development of notion about syntax in pre-school children

    Directory of Open Access Journals (Sweden)

    Nikolić Mirjana

    2009-01-01

    Full Text Available This paper presents a part of the research the goal of which was to study the notion about syntax as one of the meta-linguistic abilities that contributes to adoption of reading. Research comprised two hundred children of pre-school age, divided into two groups, balanced according to gender, intelligence and socioeconomic status. The research was conducted by an experimental method test-retest. In the initial measuring, experimental and control group were given the list comprising three kinds of experimental tasks for determining the level of development of notion about syntax, constructed by the author of the research. Experimental program consisted of tasks for stimulation of development of notion about syntax, which children practiced in the course of ten days (up to 30 minutes a day, with the help of previously trained pre-school teachers. After the ten-day training, final measuring in both groups was performed in both groups of respondents, by parallel form of tasks. The goal of the research was to determine whether it is possible to encourage the development of notion about syntax in children of pre-school age by systematic practice. The results of final measuring indicate that both in experimental and control group there have been significant improvements with respect to development of notion about syntax, and that the number of answers in which judgement was based on the semantic criterion (experience and meaning was significantly reduced. In making judgements based on consequences (content of the sentence points to something which is a good or not a good thing to do, moral or immoral there were no significant differences in the final compared to the initial measuring in both groups. Significant differences in retest were found in making judgements based on meaning. The mere experience with test material at pre-school age brings about the improvement of the notion about language, and practice contributes considerably to shifting the

  20. [Fine motor and self-development assessment of preschool children with epilepsy].

    Science.gov (United States)

    Lendraĭtene, E B; Petrushiavichene, D P; Andronavichiute, Iu P; Vapzhaĭtite, L A; Krishchiunas, A I

    2014-01-01

    Objective. To assess fine motor and self-care skills in preschool children with epilepsy. Material and methods. The study included 22 children, 12 girls (54.5%) and 10 boys (45.5%), mean age 41.5±19.9 months. Children were tested with DISC and Munchen tests. Results and conclusion. Among preschool children with epilepsy, 50% have impaired and 22.7% - delayed development of fine motor skills. The mean coefficient of fine motor skills was 59.0±28.1. Among preschool children with epilepsy, 36.4% have impaired and 45.5% - delayed development of self-development skills. The coefficient of self-care skills was 57.8±26.1. DISC and Munchen tests for evaluation of small motor and self-care skills are equivalent for assessment in children with epilepsy (pchildren older than 3 years and among boys. Children with psychiatric and movement disorders (72.7%) more frequently have both impaired self-care and fine motor skills (p<0.05).

  1. Perceptual evidence for protracted development in monosyllabic Mandarin lexical tone production in preschool children in Taiwan.

    Science.gov (United States)

    Wong, Puisan

    2013-01-01

    This study used the same methodology in Wong [J. Speech Lang. Hear. Res. 55, 1423-1437 (2012b)] to examine the perceived accuracy of monosyllabic Mandarin tones produced by 4- and 5-year-old Mandarin-speaking children growing up in Taiwan and combined the findings with those of 3-year-olds reported in Wong [J. Speech Lang. Hear. Res. 55, 1423-1437 (2012b)] to track the development of monosyllabic tone production in preschool children. Tone productions of adults and children were collected in a picture naming task and low-pass filtered to remove lexical information and reserve tone information. Five native-speakers categorized the target tones in the filtered productions. Children's tone accuracy was compared to adults' to determine mastery and developmental changes. The results showed that preschool children in Taiwan have not fully mastered the production of monosyllabic Mandarin tones. None of the tones produced by the children in the three age groups reached adult-like accuracy. Little developmental change was found in children's tone accuracy during the preschool years. A similar order of accuracy of the tones was observed across the three age groups and the order appeared to follow the order of articulatory complexity in producing the tones. The findings suggest a protracted course of development in children's acquisition of Mandarin tones and that tone development may be constrained by physiological factors.

  2. Children's Engagement within the Preschool Classroom and Their Development of Self-Regulation.

    Science.gov (United States)

    Williford, Amanda P; Vick Whittaker, Jessica E; Vitiello, Virginia E; Downer, Jason T

    2013-01-01

    This study used an observational measure to examine how individual children's engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed and direct assessments and teacher reports of self- regulation were obtained in the fall and spring of the preschool year. RESEARCH FINDINGS: Children's positive engagement with teachers was related to gains in compliance/executive function and children's active engagement with tasks was associated with gains in emotion regulation across the year. Engaging positively with teachers or peers was especially supportive of children's gains in task orientation and reductions in dysregulation. PRACTICE & POLICY: Results are discussed in relation to Vygotsky's developmental theory, emphasizing that psychological processes are developed in the context of socially embedded interactions. Systematically observing how a child interacts with peers, teachers, and learning tasks in the preschool classroom holds potential to inform the creation of professional development aimed at supporting teachers in fostering individual children's development within the early education environment.

  3. Executive functions, oral language and writing in preschool children: Development and correlations

    Directory of Open Access Journals (Sweden)

    Talita de Cassia Batista Pazeto

    2014-05-01

    Full Text Available Executive functions (EF and oral language (OL are important for learning reading and writing (RW and for the development of other skills in preschool. The study investigated the progression and the relationships between the performances in these competences in pre-schoolers. Participants were 90 children, mean age 4.91 years, students from Kindergarten years I and II of a private school in SP, assessed, individually, with a battery with nine instruments for EF, OL, and RW. There was increase of the performances as a result of educational level for all OL and RW measures, but only for attention in the field of EF. Significant correlations were found between the measurements assessing the same cognitive domain, as well as inter-domain, although portraying a different pattern. The results indicate that OL and RW seem to develop rapidly in the course of preschool, while the EF have slower development. The fields of OL and RW, EF and RW are more interdependent, and EF and OL are relatively independent.

  4. Does Professional Development of Preschool Teachers Improve Child Socio-Emotional Outcomes?

    OpenAIRE

    Jensen, Bente; Jensen, Peter; Rasmussen, Astrid Würtz

    2015-01-01

    From 2011 to 2013 a randomized controlled trial has been run in Danish preschools to obtain evidence on improvements of early childhood education by providing training to the preschool teachers. The purpose of the intervention is to improve child socio-emotional outcomes (measured by SDQ), especially for socially disadvantaged children. The intervention preschools received extra training of the preschool teachers, whereas control preschools did not receive any training. The results show impro...

  5. The Cognitive Development of Young Dual Language Learners: A Critical Review

    Science.gov (United States)

    Barac, Raluca; Bialystok, Ellen; Castro, Dina C.; Sanchez, Marta

    2014-01-01

    Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations. PMID:25284958

  6. The Cognitive Development of Young Dual Language Learners: A Critical Review.

    Science.gov (United States)

    Barac, Raluca; Bialystok, Ellen; Castro, Dina C; Sanchez, Marta

    2014-01-01

    Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.

  7. Secular Changes of Adiposity and Motor Development in Czech Preschool Children: Lifestyle Changes in Fifty-Five Year Retrospective Study

    OpenAIRE

    Petr Sedlak; Jana Pařízková; Robert Daniš; Hana Dvořáková; Jana Vignerová

    2015-01-01

    Secular trends of adiposity and motor development in preschool children since the fifties of the last century up to the beginning of this millennium were analyzed so as to reveal possible changes due to continuously differentiating lifestyle. In preschool children (n = 3678) height, weight, skinfold thickness over triceps, subscapular, and suprailiac were measured by Harpenden caliper in 1957, 1977, 1980, 1985, 1990, and 2012. Simultaneously, motor performance was tested by evaluating the ach...

  8. The development of motivation of professional activity of managers of preschool as a factor in job satisfaction

    Directory of Open Access Journals (Sweden)

    Тетяна Сергіївна Кравчинська

    2015-09-01

    Full Text Available In the article satisfaction of leaders of preschool educational establishments is analysed by the profession and various aspects of professional activity.The results of empiric research are presented in relation to the degree of satisfaction of leaders of preschool educational establishments by the profession and various aspects of professional activity: work with teachers, parents and the material component. It is proven the influence of job satisfaction at the development of motivation of professional activity

  9. Vocabulary of preschool children with typical language development and socioeducational variables.

    Science.gov (United States)

    Moretti, Thaís Cristina da Freiria; Kuroishi, Rita Cristina Sadako; Mandrá, Patrícia Pupin

    2017-03-09

    To investigate the correlation between age, socioeconomic status (SES), and performance on emissive and receptive vocabulary tests in children with typical language development. The study sample was composed of 60 preschool children of both genders, aged 3 years to 5 years 11 months, with typical language development divided into three groups: G I (mean age=3 years 6 months), G II (mean age=4 years 4 months) and G III (mean age=5 years 9 months). The ABFW Child Language Test - Vocabulary and the Peabody Picture Vocabulary Test (PPVT) for emissive and receptive language were applied to the preschoolers. The socioeconomic classification questionnaire of the Brazilian Association of Survey Companies (ABEP) was applied to the preschoolers' parents/legal guardians. Data were analyzed according to the criteria of the aforementioned instruments and were arranged in Excel spreadsheet for Windows XP®. A multiple linear regression model was used, adopting a statistical significance level of 5%, to analyze the correlation between age, SES, and performance on the receptive and emissive vocabulary tests. In the ABEP questionnaire, participants were classified mostly into social level C (63.3%), followed by levels B (26.6%) and D (10%). The preschoolers investigated presented emissive and receptive vocabulary adequate for the age groups. No statistically significant difference was found for the variables age and SES regarding emissive and receptive vocabulary. Higher test scores were observed with increased age and SES, for social levels "B" compared with "D" and for "C" with "D". The variables age and socioeconomic status influenced the performance on emissive and receptive vocabulary tests in the study group.

  10. Formative research and strategic development of a physical activity component to a social marketing campaign for obesity prevention in preschoolers.

    Science.gov (United States)

    Bellows, Laura; Anderson, Jennifer; Gould, Susan Martin; Auld, Garry

    2008-06-01

    The prevalence of overweight in childhood, including preschoolers, continues to rise. While efforts focusing on school-aged children are encouraging, obesity prevention programs to address nutrition and physical activity in the child care center are lacking. Food Friends is a successfully evaluated nutrition program aimed at enhancing preschoolers' food choices, the addition of a physical activity program would improve the programs overall efforts to establish healthful habits early in life. This study describes the formative research conducted with secondary influencers of preschoolers-teachers and parents-for the development of a physical activity program. Key informant interviews and focus group discussions were conducted with preschool teachers and parents, respectively, to examine current physical activity practices, as well as attitudes, opinions, and desired wants and needs for physical activity materials. Findings illustrate that teachers provided physical activity; however, most did not use a structured program. Teachers identified time, space and equipment as barriers to providing activity in their classroom. Focus group findings identified activities of preschoolers', parents' perceptions of the adequacy of activity levels, and items to help parents engage their children in more physical activity. Barriers were also identified by parents and included time, safety, inclement weather, and lack of knowledge and self-efficacy. Findings from this formative research were used to develop a marketing strategy to guide the development of a physical activity component, Food Friends Get Movin' with Mighty Moves , as part of a larger social marketing campaign aimed to decrease the risk for obesity in low-income preschoolers.

  11. The Development of a Scientific Motive: How Preschool Science and Home Play Reciprocally Contribute to Science Learning

    Science.gov (United States)

    Gomes, Judith; Fleer, Marilyn

    2017-07-01

    There are a growing number of studies that have examined science learning for preschool children. Some research has looked into children's home experiences and some has focused on transition, practices, routines, and traditions in preschool contexts. However, little attention has been directed to the relationship between children's learning experiences at preschool and at home, and how this relationship can assist in the development of science concepts relevant to everyday life. In drawing upon Hedegaard's (Learning and child development, 2002) cultural-historical conception of motives and Vygotsky's (The collected works of L.S. Vygotsky: problems of general psychology, 1987) theory of everyday and scientific concept formation, the study reported in this paper examines one child, Jimmy (4.2 years), and his learning experiences at home and at preschool. Data gathering featured the video recording of 4 weeks of Jimmy's learning in play at home and at preschool (38.5 h), parent questionnaire and interviews, and researcher and family gathered video observations of home play with his parents (3.5 h). Findings show how a scientific motive develops through playful everyday learning moments at home and at preschool when scientific play narratives and resources are aligned. The study contributes to a more nuanced understanding of the science learning of young children and a conception of pedagogy that takes into account the reciprocity of home and school contexts for learning science.

  12. Print-Related Practices in Low-Income Latino Homes and Preschoolers' School-Readiness Outcomes

    Science.gov (United States)

    Schick, Adina R.; Melzi, Gigliana

    2016-01-01

    This study examined literacy practices in the homes of 127 low-income Latino preschoolers enrolled in bilingual preschool classrooms. Specifically, we investigated the print-related practices that Latino primary caregivers engaged in with their preschool-aged children at the start of the school year and explored the relation between these…

  13. "Wow, I Get to Choose Now!" Bilingualism and Biliteracy Development from Childhood to Young Adulthood

    Science.gov (United States)

    Worthy, Jo; Nuñez, Idalia; Espinoza, Katherine

    2016-01-01

    Much research has focused on the reasons and mechanisms for immigrant language loss. However, there is a scarcity of research about influences on language maintenance over time, and much of this work employs survey data. With the current study, we aim to contribute to this body of research with a qualitative study of a bilingual individual,…

  14. Negotiating Language Contact and Identity Change in Developing Tibetan-English Bilingualism

    Science.gov (United States)

    MacPherson, Seonaigh

    2005-01-01

    This article explores the identity struggles of a community of Tibetan refugee women in the Indian Himalayas whose educational program combines a traditional Buddhist philosophical curriculum in Tibetan alongside a modern, secular bilingual curriculum in English-Tibetan. Ethnographic and action research data illustrate how negotiations of meanings…

  15. Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers

    Science.gov (United States)

    Tellez, Kip; Varghese, Manka

    2013-01-01

    Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools.…

  16. Latino/a Bilinguals and Their Teachers Developing a Shared Communicative Space

    Science.gov (United States)

    Turner, Erin Elizabeth; Dominguez, Higinio; Empson, Susan; Maldonado, Luz Angelica

    2013-01-01

    In this study, a temporal analysis and the analytical category of intersubjectivity are used to investigate how teachers and Latino/a bilingual students constructed shared communicative spaces in group mathematical discussions in an after school mathematics program in a culturally, linguistically, and economically diverse primary school.…

  17. Bilingual Language Development and Disorders in Spanish-English Speakers. Second Edition

    Science.gov (United States)

    Goldstein, Brian A., Ed.

    2012-01-01

    Because dual language learners are the fastest--growing segment of the U.S. student population--and the majority speak Spanish as a first language--the new generation of SLPs must have comprehensive knowledge of how to work effectively with bilingual speakers. That's what they'll get in the second edition of this book, an ideal graduate-level text…

  18. The Changing Context for Sign Bilingual Education Programs: Issues in Language and the Development of Literacy

    Science.gov (United States)

    Mayer, Connie; Leigh, Greg

    2010-01-01

    The widespread implementation of newborn hearing screening and advances in amplification technologies (including cochlear implants) have fundamentally changed the educational landscape for deaf learners. These changes are discussed in terms of their impact on sign bilingual education programs with a focus on the relationships between language and…

  19. Literacy and Linguistic Development in Bilingual Deaf Children: Implications of the "and" for Phonological Processing

    Science.gov (United States)

    McQuarrie, Lynn; Parrila, Rauno

    2014-01-01

    Cumulating evidence suggests that the establishment of high-quality phonological representations is the "cognitive precursor" that facilitates the acquisition of language (spoken, signed, and written). The authors present two studies that contrast the nature of bilingual profoundly deaf children's phonological representations derived…

  20. Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Second Edition

    Science.gov (United States)

    Paradis, Johanne; Genesee, Fred; Crago, Martha B.

    2011-01-01

    As more and more dual language learners enter the school system, now is the ideal time for this second edition of the bestselling textbook--essential for preparing speech language pathologists (SLPs) and educators to work with young children who are bilingual or learning a second language. This comprehensive, student-friendly text takes the…

  1. Development of Human Resources in and for Bilingual Intercultural Education in Latin America.

    Science.gov (United States)

    Lopez, Luis Enrique

    1990-01-01

    Describes Latin America's bilingual intercultural education (BIE) programs. Explains that BIE attempts to provide education in both Spanish and native languages. Finds that future BIE teachers speak but do not write the indigenous language or have insufficient schooling. Urges inservice training programs, basic teacher training, and training of…

  2. Developing "Teaching-Specific" Spanish Competencies in Bilingual Teacher Education: Toward a Culturally, Linguistically, and Professionally Relevant Approach

    Science.gov (United States)

    Aquino-Sterling, Cristian R.; Rodríguez-Valls, Fernando

    2016-01-01

    The emergence of K-12 bilingual/dual-language schools in the United States requires bilingual teacher education programs across the nation to continue to "build on the language strengths" of bilingual teacher candidates and provide them with ample opportunities to acquire the language competencies needed for teaching content-area…

  3. How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?

    Science.gov (United States)

    Cattani, Allegra; Abbot-Smith, Kirsten; Farag, Rafalla; Krott, Andrea; Arreckx, Frédérique; Dennis, Ian; Floccia, Caroline

    2014-11-01

    Bilingual children are under-referred due to an ostensible expectation that they lag behind their monolingual peers in their English acquisition. The recommendations of the Royal College of Speech and Language Therapists (RCSLT) state that bilingual children should be assessed in both the languages known by the children. However, despite these recommendations, a majority of speech and language professionals report that they assess bilingual children only in English as bilingual children come from a wide array of language backgrounds and standardized language measures are not available for the majority of these. Moreover, even when such measures do exist, they are not tailored for bilingual children. It was asked whether a cut-off exists in the proportion of exposure to English at which one should expect a bilingual toddler to perform as well as a monolingual on a test standardized for monolingual English-speaking children. Thirty-five bilingual 2;6-year-olds exposed to British English plus an additional language and 36 British monolingual toddlers were assessed on the auditory component of the Preschool Language Scale, British Picture Vocabulary Scale and an object-naming measure. All parents completed the Oxford Communicative Development Inventory (Oxford CDI) and an exposure questionnaire that assessed the proportion of English in the language input. Where the CDI existed in the bilingual's additional language, these data were also collected. Hierarchical regression analyses found the proportion of exposure to English to be the main predictor of the performance of bilingual toddlers. Bilingual toddlers who received 60% exposure to English or more performed like their monolingual peers on all measures. K-means cluster analyses and Levene variance tests confirmed the estimated English exposure cut-off at 60% for all language measures. Finally, for one additional language for which we had multiple participants, additional language CDI production scores were

  4. Questions and Answers about Bilingual Education = Preguntas y Respuestas Acerca de la Educacion Bilingue.

    Science.gov (United States)

    Sosa, Alicia Salinas

    This resource booklet, in both English and Spanish, was developed to answer commonly asked questions about bilingual education. The booklet is intended to clarify the benefits to be derived from quality bilingual education. Questions and answers are divided under the following headers: (1) program questions (e.g., what is bilingual education and…

  5. Two-Way Bilingual Immersion Programs: Toward a More Inclusive Agenda in Bilingual Education.

    Science.gov (United States)

    Reyes, Sharon Adelman

    2001-01-01

    Examines essential components of quality two-way bilingual immersion programs. Discusses language acquisition research underlying context-embedded content-area instruction in a second language; research on the benefits of bilingualism in terms of academic, cognitive, and metalinguistic development; and the link between bilingualism and positive…

  6. Experience d'apprentissage bilingue precoce: Resultats des eleves de Monthey et de Sion a la fin de la 2e Anee Primaire, Annee 1998/99 (Experience of Preschool Bilingual Education: Results from Students in Monthey and Sion at the End of Second Grade, 1998/99 Year).

    Science.gov (United States)

    Bregy, Anne-Lore; Brohy, Claudine; Fuchs, Gaby

    During the 1994-1995 school year, the town of Sierre/Siders implemented and evaluated the first bilingual kindergarten class in the Valais canton of Switzerland. The following year the towns of Sion/Sitten and Monthey in the same canton also launched bilingual education classes. In these bilingual classes German is introduced as a second language…

  7. Attitudes of typically developing children's parents toward inclusive education of visually impaired preschool children

    Directory of Open Access Journals (Sweden)

    Anđelković Marija

    2012-01-01

    Full Text Available This paper presents the results of pilot research on attitudes of parents who have typically developing children toward integrating children with visual impairments into regular preschool education system. The research is the result of a study on the advantages of adapted questionnaire which assesses attitudes of typically developing children's parents on inclusion of children with visual impairments. The sample consists of 34 parents who have typically developing children. We analyzed their attitudes toward inclusion of children with visual impairments and the relation of those attitudes with gender and education. The results contribute to better understanding of the position of visually impaired children in the inclusive education system.

  8. Picking up the Threads. Languaging in a Swedish Mainstream Preschool

    Science.gov (United States)

    Puskás, Tünde

    2017-01-01

    This paper examines the strategies monolingual teachers use to scaffold meaning and encourage and enhance verbal communication with emergent bilingual children in a Swedish mainstream preschool. The study is based on ethnographic fieldwork in a preschool group in which seven of twelve children spoke Swedish as their second, additional language.…

  9. The Meaning of Roots: How a Migrant Farmworker Student Developed a Bilingual-Bicultural Identity Through Change

    Directory of Open Access Journals (Sweden)

    Robin L. Danzak

    2015-04-01

    Full Text Available Thousands of children and teens labor as migrant farmworkers across the United States. These youngsters, many who are immigrants, face challenges in completing their education and breaking the cycle of agricultural work. Such barriers are influenced by geographic instability, poverty, and sociocultural marginalization. Beyond these factors, and the focus of this article, is the challenge of bilingual-bicultural identity negotiation experienced by young farmworkers in and out of the educational context. This question is explored through the case study of Manuel (a pseudonym, a teen farmworker in Florida. Manuel emigrated from Mexico at the age of 12, and is a speaker of Spanish, Otomi (an indigenous language, and English. Although he recently completed high school, he struggled to adjust to life in the U.S. and acquire English. Manuel provided interviews and autobiographical writing in 2008, when he was age 14 (grade 8, and again in 2012, when he was 18 (grade 11. His parents, also migrant farmworkers, contributed an interview in 2012. A qualitative, thematic analysis was applied to the data. Themes that emerged included: resistance and acceptance of personal and cultural-linguistic change, the need to acostumbrarse (get used to it with respect to these changes, the desire to salir adelante (get ahead and the pathways to do so (e.g., finish school, learn English, and Manuel’s developing bilingualism and his shifting attitudes towards it. Overall, Manuel’s story offers deep insights into the realities in which the bilingual-bicultural social identity of a migrant farmworker student develops and interacts in and out of school settings.

  10. The Meaning of Roots: How a Migrant Farmworker Student Developed a Bilingual-Bicultural Identity Through Change

    Directory of Open Access Journals (Sweden)

    Robin L. Danzak

    2015-04-01

    Full Text Available Abstract Thousands of children and teens labor as migrant farmworkers across the United States. These youngsters, many who are immigrants, face challenges in completing their education and breaking the cycle of agricultural work. Such barriers are influenced by geographic instability, poverty, and sociocultural marginalization. Beyond these factors, and the focus of this article, is the challenge of bilingual-bicultural identity negotiation experienced by young farmworkers in and out of the educational context. This question is explored through the case study of Manuel (a pseudonym, a teen farmworker in Florida. Manuel emigrated from Mexico at the age of 12, and is a speaker of Spanish, Otomi (an indigenous language, and English. Although he recently completed high school, he struggled to adjust to life in the U.S. and acquire English. Manuel provided interviews and autobiographical writing in 2008, when he was age 14 (grade 8, and again in 2012, when he was 18 (grade 11. His parents, also migrant farmworkers, contributed an interview in 2012. A qualitative, thematic analysis was applied to the data. Themes that emerged included: resistance and acceptance of personal and cultural-linguistic change, the need to acostumbrarse (get used to it with respect to these changes, the desire to salir adelante (get ahead and the pathways to do so (e.g., finish school, learn English, and Manuel’s developing bilingualism and his shifting attitudes towards it. Overall, Manuel’s story offers deep insights into the realities in which the bilingual-bicultural social identity of a migrant farmworker student develops and interacts in and out of school settings.

  11. Relationship between the linguistic environments and early bilingual language development of hearing children in deaf-parented families.

    Science.gov (United States)

    Kanto, Laura; Huttunen, Kerttu; Laakso, Marja-Leena

    2013-04-01

    We explored variation in the linguistic environments of hearing children of Deaf parents and how it was associated with their early bilingual language development. For that purpose we followed up the children's productive vocabulary (measured with the MCDI; MacArthur Communicative Development Inventory) and syntactic complexity (measured with the MLU10; mean length of the 10 longest utterances the child produced during videorecorded play sessions) in both Finnish Sign Language and spoken Finnish between the ages of 12 and 30 months. Additionally, we developed new methodology for describing the linguistic environments of the children (N = 10). Large variation was uncovered in both the amount and type of language input and language acquisition among the children. Language exposure and increases in productive vocabulary and syntactic complexity were interconnected. Language acquisition was found to be more dependent on the amount of exposure in sign language than in spoken language. This was judged to be related to the status of sign language as a minority language. The results are discussed in terms of parents' language choices, family dynamics in Deaf-parented families and optimal conditions for bilingual development.

  12. Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

    Science.gov (United States)

    Markovic, Živorad; Kopas-Vukašinovic, Emina

    2015-01-01

    In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that "fine motor skills" are determined by the development of…

  13. Organization of Physical Activities as a Precondition of Quality Development of Motor Abilities of Pre-School and School Children

    Science.gov (United States)

    Markovic, Živorad; Kopas-Vukašinovic, Emina

    2015-01-01

    In their work authors consider the significance of the organization of physical activities for the development of abilities of pre-school and school children. Led by theoretical basis that physical development of children represents the basis of their whole development, and that "fine motor skills" are determined by the development of…

  14. Print Knowledge in Yucatec Maya-Spanish Bilingual Children: An Initial Inquiry

    Science.gov (United States)

    Bengochea, Alain; Justice, Laura M.; Hijlkema, Maria J.

    2015-01-01

    This study serves as an initial inquiry regarding the early print knowledge of emergent bilingual preschool-age children living in an Indigenous community in Mexico. In this research, we examine various dimensions of print knowledge with Yucatec Maya-Spanish bilingual children for whom one of their languages (Yucatec Maya) is seldom seen in print…

  15. Attention and Inhibition in Bilingual Children: Evidence from the Dimensional Change Card Sort Task

    Science.gov (United States)

    Bialystok, Ellen; Martin, Michelle M.

    2004-01-01

    In a previous study, a bilingual advantage for preschool children in solving the dimensional change card sort task was attributed to superiority in inhibition of attention (Bialystok, 1999). However, the task includes difficult representational demands to encode and interpret the task stimuli, and bilinguals may also have profited from superior…

  16. Print Knowledge in Yucatec Maya-Spanish Bilingual Children: An Initial Inquiry

    Science.gov (United States)

    Bengochea, Alain; Justice, Laura M.; Hijlkema, Maria J.

    2015-01-01

    This study serves as an initial inquiry regarding the early print knowledge of emergent bilingual preschool-age children living in an Indigenous community in Mexico. In this research, we examine various dimensions of print knowledge with Yucatec Maya-Spanish bilingual children for whom one of their languages (Yucatec Maya) is seldom seen in print…

  17. Bilingual Children with Nonsyndromic Cleft Lip and/or Palate: Language and Memory Skills

    Science.gov (United States)

    Young, Selena Ee-Li; Purcell, Alison Anne; Ballard, Kirrie Jane; Liow, Susan Jane Rickard; Ramos, Sara Da Silva; Heard, Robert

    2012-01-01

    Purpose: Research shows that monolingual children with cleft lip and/or palate (CLP) have a higher incidence of cognitive-linguistic deficits, but it is not clear whether bilingual preschool children with CLP are especially vulnerable because they need to acquire 2 languages. We tested the hypothesis that bilingual children with CLP score lower…

  18. Bilingual Children with Nonsyndromic Cleft Lip and/or Palate: Language and Memory Skills

    Science.gov (United States)

    Young, Selena Ee-Li; Purcell, Alison Anne; Ballard, Kirrie Jane; Liow, Susan Jane Rickard; Ramos, Sara Da Silva; Heard, Robert

    2012-01-01

    Purpose: Research shows that monolingual children with cleft lip and/or palate (CLP) have a higher incidence of cognitive-linguistic deficits, but it is not clear whether bilingual preschool children with CLP are especially vulnerable because they need to acquire 2 languages. We tested the hypothesis that bilingual children with CLP score lower…

  19. El individuo bilingue (The Bilingual Person)

    Science.gov (United States)

    Hogenraad, R.

    1975-01-01

    The problems and advantages of being bilingual are discussed, along with the personality of bilinguals and the different forms of bilingualism. It is concluded that the optimum situation is passive bilingualism, i.e. reading and understanding various languages, accompanied by active monolingualism, i.e. speaking and writing only one language.…

  20. 双语学前教育专业《学前儿童科学教育》教学现状及改进策略--以昌吉学院为例%The Present Situation and Improvement Strategies of Bilingual Teaching in Preschool Children Science Education---Taking Changji University as an Example

    Institute of Scientific and Technical Information of China (English)

    秦丽华

    2014-01-01

    科学素养是国家公民必须具备的素养之一,高等师范双语学前教育专业学生的科学素养,直接影响着幼儿园科学实验活动的开展,关系到幼儿的科学素养能否全面发展,也标志着幼儿教师专业技能的水平高低。但是,我们在《学前儿童科学教育》课程教学的实施过程中发现,双语学前专业的大学生普遍感觉课程理论色彩太强,缺乏实践操作性,枯燥乏味无趣,想要提升双语学前专业大学生的科学技能和科学素养就变得非常困难。为此,针对双语学前教育专业大学生的学习问题进行了问卷调查,并根据调查和研究,提出了改进的措施和策略。%The higher bilingual education to preschool major students the easier it would be for kinder‐garten to have bilingual teaching method for kids .However ,we found that there are a lot of problems when practicing bilingual teaching in "early childhood science education" courses ,which are :too many theories teaching that would make kids feel less lively and boring ;the lack of practice that kids do not know how to use;the weak of professional scientific bilingual language skills among preschool teachers which is hard to improve .Therefore ,considering these problems ,the paper makes investigation and re‐searches based on the questionnaire survey and it suggests the improvement measures for college students ’ bilingual learning .

  1. Program for developing writing skills for bilingual or socio-culturally different students

    OpenAIRE

    Slapšak, Mirjana

    2016-01-01

    In the field of education, we are being faced with a problem of teaching bilingual and socio-culturally different students, because knowing Slovenian language represents the crucial importance for their successful integration into the new environment and for their success in school. Due to the lack of understanding Slovenian language, immigrant pupils are having a hard time showing and gaining new knowledge. When communicating with their peers they are using social language whilst during clas...

  2. Efficacy of an Emotion Self-regulation Program for Promoting Development in Preschool Children.

    Science.gov (United States)

    Bradley, Raymond Trevor; Galvin, Patrick; Atkinson, Mike; Tomasino, Dana

    2012-03-01

    This work reports the results of an evaluation study to assess the efficacy of the Early HeartSmarts (EHS) program in schools of the Salt Lake City, Utah, School District. The EHS program is designed to guide teachers with methods that support young children (3-6 y old) in learning emotion self-regulation and key age-appropriate socioemotional competencies with the goal of facilitating their emotional, social, and cognitive development. The study was conducted over one school year using a quasiexperimental longitudinal field research design with 3 measurement points (baseline, preintervention, and postintervention) using The Creative Curriculum Assessment (TCCA), a teacher-scored, 50-item instrument measuring students growth in 4 areas of development: social/emotional, physical, cognitive, and language development. Children in 19 preschool classrooms in the Salt Lake City School District were divided into intervention and control group samples (n = 66 and n = 309, respectively; mean age = 3.6 y). The intervention classes were specifically selected to target children of lower socioeconomic and ethnic minority backgrounds. Overall, there is compelling evidence of the efficacy of the EHS program in increasing total psychosocial development and each of the 4 development areas measured by the TCCA: the results of a series of analyses of covariance found a strong, consistent pattern of large, significant differences on the development measures favoring preschool children who received the EHS program over those in the control group.

  3. Preschool as an Arena for Developing Teacher Knowledge Concerning Children's Language Learning

    Science.gov (United States)

    Sheridan, Sonja; Gjems, Liv

    2017-01-01

    The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as…

  4. Helping Preschoolers Prepare for Writing: Developing Fine Motor Skills

    Science.gov (United States)

    Huffman, J. Michelle; Fortenberry, Callie

    2011-01-01

    Early childhood is the most intensive period for the development of physical skills. Writing progress depends largely on the development of fine motor skills involving small muscle movements of the hand. Young children need to participate in a variety of developmentally appropriate activities intentionally designed to promote fine motor control.…

  5. Assessment of Motor Development and Function in Preschool Children

    Science.gov (United States)

    Tieman, Beth L.; Palisano, Robert J.; Sutlive, Ann C.

    2005-01-01

    The process of identification of children with delays or disorders in motor development includes developmental screening, examination, and reexamination. Throughout this process, various types of measures are used, including discriminative and evaluative measures. Discriminative and evaluative measures of motor development and function that are…

  6. Developing the BIO Questionnaire: A Bilingual Parent Report Tool for Prekindergarten English Learners of Latino Heritage

    Science.gov (United States)

    Hardin, Belinda J.; Scott-Little, Catherine; Mereoiu, Mariana

    2013-01-01

    With the increasing number of preschool-age children of Latino heritage entering U.S. schools comes a growing need to accurately determine children's individual needs and identify potential disabilities, beginning with the screening process. Unfortunately, teachers face many challenges when screening English language learners. Often, parents…

  7. Developing the BIO Questionnaire: A Bilingual Parent Report Tool for Prekindergarten English Learners of Latino Heritage

    Science.gov (United States)

    Hardin, Belinda J.; Scott-Little, Catherine; Mereoiu, Mariana

    2013-01-01

    With the increasing number of preschool-age children of Latino heritage entering U.S. schools comes a growing need to accurately determine children's individual needs and identify potential disabilities, beginning with the screening process. Unfortunately, teachers face many challenges when screening English language learners. Often, parents have…

  8. Developing the BIO Questionnaire: A Bilingual Parent Report Tool for Prekindergarten English Learners of Latino Heritage

    Science.gov (United States)

    Hardin, Belinda J.; Scott-Little, Catherine; Mereoiu, Mariana

    2013-01-01

    With the increasing number of preschool-age children of Latino heritage entering U.S. schools comes a growing need to accurately determine children's individual needs and identify potential disabilities, beginning with the screening process. Unfortunately, teachers face many challenges when screening English language learners. Often, parents have…

  9. Intelligence development of socio-economically disadvantaged pre-school children

    Directory of Open Access Journals (Sweden)

    Sefa Bulut

    2013-10-01

    Full Text Available The intellectual development of socioeconomically disadvantaged preschool children is influenced by several factors. The development of intelligence is a multidimensional concept that is determined by biological, social, and environmental factors. In this literature review, however, only the social and environmental factors are discussed. Some of the factors that have profound effect on children's cognitive development are as follows: environmental stimulation, parental attitudes, maternal age, and education. Successful intervention and prevention programs aimed at enhancing children's cognitive development are also exemplified. It appears that early intervention programs in the second and third year of an infant's life have fundamental effects on the cognitive development of disadvan-taged children. It is clear that learning starts with birth. Longitudinal studies revealed that the most effective period for intervention is early childhood. Those who received early day-care and preschool intervention programs have sustained these gains in adolescence and adulthood. Those benefits include higher IQ scores, better achievement test scores, better reading and math skills, more educational attainment, more college degrees, and fewer psychosocial and mental health problems. Therefore, it appears that investing in early high-quality programs provide multiple advantages for individuals and society. Social activists, psychologists, and counsellors should make every effort to affect the allocation of governmental funds and policies.

  10. Development of Phonological Awareness in English-Mandarin Bilinguals: A Comparison of English-L1 and Mandarin-L1 Kindergarten Children

    Science.gov (United States)

    Yeong, Stephanie H. M.; Rickard Liow, Susan J.

    2012-01-01

    Phoneme awareness is critical for literacy acquisition in English, but relatively little is known about the early development of phonological awareness in ESL (English as a second language) bilinguals when their two languages have different phonological structures. Using parallel tasks in English and Mandarin, we tracked the development of L1…

  11. Bilingualism. Bilingual education. Natal/RN

    OpenAIRE

    Orlando Vian Jr; Janaina Weissheimer; Lígia Leite; Rodrigo Queiroz; Wilka Soares; José Mauro Uchôa; James Vasconcelos

    2013-01-01

    This paper aims at presenting a preliminary account of the bilingual education in Natal/RN based on the notions of bilingual (GROSJEAN, 1982; WEI, 2000) and bilingual education (HAMERS; BLANC, 2000; FISHMAN; LOVAS, 1970; DALE; TANNER, 2012). The data were collected through questionnaires and interviews in four private bilingual schools in Natal/RN. Results indicate that most of the schools include two languages concomitantly in their bilingual curriculum with differences as regards the hour l...

  12. Bilingual Instructional Strategies

    Science.gov (United States)

    Montgomery, Joel R.

    2008-01-01

    The aim of this working paper is to identify research-supported strategies for reading and writing that can be integrated effectively to promote the development of biliterate academic literacy by English language learners (ELLs) in middle-school bilingual classrooms. The paper begins with a review of the theoretical foundations that highlight…

  13. The Advantages of Bilingualism.

    Science.gov (United States)

    Latham, Andrew S.

    1998-01-01

    Some experts claim that learning two languages well gives rise to mental flexibility, superior concept formation, a diversified set of mental abilities, and metalinguistic awareness. Although most researchers believe accomplished bilingualism and cognitive development are positively related, this view is not universally accepted, and the exact…

  14. Bilingual Education through Music.

    Science.gov (United States)

    Soy, Rosa H.

    The purpose of this project was to design a bilingual/bicultural kindergarten course of study based on the concepts of the Richards Education Through Music Method. This method is rooted in the Hungarian composer-educator Zoltan Kodaly's educational philosophy and was developed in the U.S. by Mary Helen Richards. This is a method of teaching all…

  15. Successful Bilingual Education Programs

    Science.gov (United States)

    Montecel, Maria Robledo; Cortez, Josie

    2004-01-01

    This article describes a research project carried out by the Intercultural Development Research Association (IDRA). IDRA's primary research question for this study was, "What contributed to the success of a bilingual education classroom as evidenced by LEP student academic achievement?" In addition to the student data, qualitative and contextual…

  16. FIRST AND SECOND LANGUAGE DEVELOPMENT IN YOUNG CHILDREN AND BILINGUALISM IN LIGHT OF LINGUISTICS, NEUROLINGUISTICS AND FINDINGS FROM BRAIN RESEARCH

    Directory of Open Access Journals (Sweden)

    Yunus PINAR

    2015-10-01

    Full Text Available The present review shows that infants begin picking up elements of what will be their first language in the womb, and certainly long before their first coo according to the current guidelines and it presents a descriptive approach to bilingualism and multilingualism. This article is the outcome of a thorough survey of literature and primarily it aims to present the similarities and differences between the L1 and L2 acquisition in light of linguistics, neurolinguistics and findings from brain research. This Review will illustrate various thought and new hypotheses on first and second language development, bilingualism and multilingualism derived from studies in linguistics, neurolinguistics and brain research. In the context of our paper we shall try to describe aspects and stages of first language acquisition from even before birth especially the 20th week of the fetal development of the baby to 60th week of life, as well as the second language acquisition process, which is divided into three types: simultaneous, consecutive and adult. In particular, we will present and discuss some of the main results of the brain researchers like Franceschini and De Bleser and we shall interpret them.

  17. Zionism & Bilingualism

    DEFF Research Database (Denmark)

    Hvid, Carmit Romano

    2010-01-01

    In Today’s Israel the school system is divided by nationality and language. Jews study in Jewish only schools and the medium of instruction is Hebrew, while Arabs study in Arab only schools and the medium of instruction is Arabic. The first initiative of Arab-Jewish bilingual education is from...... the 70s. Then, the Arab-Jewish village ‘Neve Shalom’ was founded, and a bi-national & bilingual school was established. In 1998 a grass-root movement of educationalists and parents started the “Hand in Hand” organization of Arab-Jewish bilingual education in Israel. This organization consists today of 4...... schools throughout the country. In those schools, pupils from the two populations, Jews and Arabs receive their primary schooling in the two languages concurrently. This unique educational phenomenon has attracted considerable attention in the media and the published press, and both documentary films...

  18. Language development in preschool children born after asymmetrical intrauterine growth retardation.

    Science.gov (United States)

    Simić Klarić, Andrea; Kolundžić, Zdravko; Galić, Slavka; Mejaški Bošnjak, Vlatka

    2012-03-01

    After intrauterine growth retardation, many minor neurodevelopmental disorders may occur, especially in the motor skills domain, language and speech development, and cognitive functions. The assessment of language development and impact of postnatal head growth in preschool children born with asymmetrical intrauterine growth retardation. Examinees were born at term with birth weight below the 10th percentile for gestational age, parity and gender. Mean age at the time of study was six years and four months. The control group was matched according to chronological and gestational age, gender and maternal education with mean age six years and five months. There were 50 children with intrauterine growth retardation and 50 controls, 28 girls and 22 boys in each group. For the assessment of language development Reynell Developmental Language Scale, the Naming test and Mottier test were performed. There were statistically significant differences (p Children with neonatal complications had lower results (p development which is evident in preschool years. Slow postnatal head growth is correlated with poorer language outcome. Neonatal complications were negatively correlated with language comprehension and total expressive language. Copyright © 2011 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

  19. [Relationship between nutritional status, level of physical activity and psychomotor development in preschoolers].

    Science.gov (United States)

    Cano Cappelacci, Marcelo; Oyarzún Alfaro, Tania; Leyton Artigas, Fernanda; Sepúlveda Muñoz, Cristóbal

    2014-12-01

    Obesity and overweight have been included as a pandemic by the WHO; children are the group where intervention is recommended, given that they can enter physical activity (PA) and psychomotor development (PD) programs at education centres. Chile accounts for high rates of overweight, obesity and sedentary life, together with an absence of preschool PA programs. To relate the nutritional status, the psychomotor development and the quantity and intensity of PA in school routine for 5 year-old preschoolers. Pilot, non-experimental, transversal correlational study, including 23 preschoolers aged 5. We assessed three values: nutritional status with score z-IMC, PA with Actigraphy and PD with Da Fonseca Battery. 26% of the children presented with overweight and 52% with obesity. All of them had at least 60 minutes of moderate to vigorous PA (MVPA) during their school-day. 82.6% of the children were in the Normal category for PD and the rest were in the Dispraxia category. A significant inverse relationship was found (p=0,032) between z-IMC and PD. The percentage of obese children is notably above international average values and national surveys. 17.4% of children show dispraxia at the psychomotor assessment. Children with higher z-IMC have a lower score in Da Fonseca battery, which could be due to a higher weight in relation to size, and generating a lower PD in the long term. No relationships were detected within the other variables. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

  20. The Motor and Cognitive Development of Overweight Preschool Children

    Science.gov (United States)

    Krombholz, Heinz

    2012-01-01

    The aim of this study was to investigate the development of overweight compared with healthy-weight children attending kindergartens in Munich, Germany. Mean age of the children at the beginning of the study was 53.2 months (SD = 7.5); the duration of the study was 20 months. At the beginning of the study children were classified as overweight (n…

  1. CLASS Reliability Training as Professional Development for Preschool Teachers

    Science.gov (United States)

    Casbergue, Renée M.; Bedford, April Whatley; Burstein, Karen

    2014-01-01

    Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…

  2. Narrative Development in Monolingual Spanish-Speaking Preschool Children

    Science.gov (United States)

    Castilla-Earls, Anny; Petersen, Douglas; Spencer, Trina; Hammer, Krista

    2015-01-01

    Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate…

  3. Development in the Preschool Years: A Functional Analysis.

    Science.gov (United States)

    Bijou, Sidney W.

    Human development from about ages 2 to 5 is presented in terms of the history of a child conceptualized in terms of stimulus and response functions and his interactions in current situations which consist of organismic, physical, and social conditions. The concepts describing the changes that occur during this developmental period, such as…

  4. Perceptual and Cognitive Development of Preschoolers in Soviet Psychology.

    Science.gov (United States)

    Pick, Herbert L., Jr.

    1980-01-01

    Experiments on the cognitive and perceptual development of three- to seven-year-old Soviet children are described, especially the work of L. A. Venger, N. N. Poddyakov, and D. B. El'Konin. Visual-action and visual-image thinking are illustrated. (GDC)

  5. Analysis of Pre-School Teachers' Views on the Importance of Education for Sustainable Development by Means of Location and Household Type in Childhood

    Science.gov (United States)

    Öztürk, Deniz Kahriman; Olgan, Refika

    2016-01-01

    This article explores views of pre-school teachers in Turkey regarding the importance of Education for Sustainable Development (ESD). It also explores how pre-school teachers' views on the importance of Education for Sustainable Development can be explained by their experiences with nature in childhood. The study sample consisted of 838 pre-school…

  6. Research on Bilingual Education in China

    Institute of Scientific and Technical Information of China (English)

    王芳

    2014-01-01

    It is acknowledged that bilingual educaiton, as a new way in teaching, has attracted much attention in China for several years. This language policy gains praises from supporters but also causes lots of controversies with its relevant limitations. The pres⁃ent paper provides a brief review of the broad historical development of bilingual education in China, analyzes the unsolved prob⁃lems and offers some recommendations for bilingual education to make it develop more smoothly and successfully.

  7. Estimation of physical and mental development of children of the senior pre-school age

    Directory of Open Access Journals (Sweden)

    Pasichnyk V.M.

    2012-08-01

    Full Text Available In this work is conducted physical and mental development of children of the senior preschool age. In the experiment, 90 children took part in the fifth year of life, among which 55 boys and 35 girls. It is noted that the children surveyed rate the physical development of the index corresponds to level - above the average. It was determined that the parameters of the functional state of preschool age children meet the age norm. It is revealed that in determining physical performance among boys set a good level, and satisfactory in girls. It is established that the results of physical fitness of boys is slightly higher than in girls. It was found that the diagnosis of the level of mental development in children fifth year of life, the average productivity and stability of attention, visual and auditory memory, visual-imagery and visual-thinking, and perception of speech correspond to the average level, and cognitive processes such as switching and distribution attention, imagination - a low level.

  8. Quality in preschool in a cultural context

    DEFF Research Database (Denmark)

    Kragh-Müller, Grethe; Ringsmose, Charlotte

    What is educational quality i preschools? How can it be evaluated/measured. How can educational quality be developped in everyday life in preschools?......What is educational quality i preschools? How can it be evaluated/measured. How can educational quality be developped in everyday life in preschools?...

  9. Comprehensive Influence Model of Preschool Children’s Personality Development Based on the Bayesian Network

    Directory of Open Access Journals (Sweden)

    Yan Sun

    2014-01-01

    Full Text Available It is crucial to ascertain the comprehensive influence factors on personality for making effective cultivating plan. However, most existing literatures focus on the effect of individual factor on the personality. In order to comprehensively investigate the causal influences of preschool children’s temperament, school factors (teacher expectation and peer acceptance, and family factors (parental coparenting style, parental education value, and parental parenting style on the personality and the probability of the dependencies among these influence factors, we constructed the influencing factor model of personality development based on the Bayesian network. The models not only reflect the influence on personality development as a whole, but also obtain the probability relationships among the factors. Compared with other influence factors including family and school factors, temperament has more effect on the personality. In addition, teacher expectation also has an important influence on the personality. The experimental results show that it is a valuable exploration to construct the Bayesian network for comprehensively investigating the causal relationships between preschool children’s personality and related influence factors. Further, these results will be helpful to the cultivation of healthy personality.

  10. Project TRABAJO and Individualized Bilingual Education for Children with Retarded Mental Development. E.S.E.A. Title VII [and] Chapter 720 Annual Evaluation Report, 1980-81.

    Science.gov (United States)

    New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

    Project TRABAJO (an academic and job program) and the Individualized Bilingual Education for Children with Retarded Mental Development(a Chapter 720 Program) are two programs which provide supplementary and instructional support for 150 mildly and moderately mentally retarded New York City school students with limited English proficiency. The…

  11. Bilingual Latino Students Learn Science for Fun While Developing Language and Cognition: Biophilia at a La Clase Mágica Site

    Science.gov (United States)

    Arreguín-Anderson, María G.

    2015-01-01

    In this article, the author suggests that children's natural inclination to explore nature, or biophilia, can be explored as a factor that encourages both cognitive engagement and language development. The author summarizes the types of scientific inquiries that bilingual elementary students and their university partners engaged in when guided to…

  12. The impact of reading on language development in the preschool children

    Directory of Open Access Journals (Sweden)

    Ljubica Marjanovič Umek

    2002-02-01

    Full Text Available The importance of the role played by children's literature in the child's mental, social and linguistic development and in the development of his or her basic academic skills, such as reading andwriting, has been confirmed by numerous studies. A central issue in developmental psychology is what activities related to children's books exert an influence on the child's development and in what ways. Thisinterest in children's books and in child language development places our research into two scientific disciplines, viz. psychology and linguistics. The study explores the impact of systematic and regular readingof selected children's books in preschool institutions on the development of language competences in children aged four to six years, boys and girls. Other contributing factors whose relevance for languagedevelopment has been either postulated by theories or highlighted by empirical studies, are also observed - e.g. parents' education, number of books in the family, quality of education in the family (frequencyof conversations, visits to cultural events, reading books together, etc.. The children included in the study all attend a preschool institution with an educational program which is based on the national curriculumand which targets also the language area. The children in the experimental group are submitted to additional reading of selected children's literature. The development of children's linguistic competences isfollowed using two methods: analysis of answers on The Vane evaluation of language scale (The Vane-L and analysis of transcripts of story retelling after the child has been read H. Ch. Andersen's fairy taleThe Princess and the Pea. The results show, that the children who were systematically read selected children's books in their preschool groups, achieved significantly higher scores on the standardized Vanelanguage development scale and on the unstandardized test of retelling a story. Correlations between some of the

  13. Bilingualism Gives a Cognitive Advantage

    Institute of Scientific and Technical Information of China (English)

    LIU Qing

    2013-01-01

    Recent researches have shown bilingualism has an influence on cognition, both negative and positive. This essay aims to discuss the cognitive disadvantages and advantages bilingualism brings, by emphasizing how it affect children ’s cognitive devel-opment. It will first briefly introduce the disadvantages such as a lower verbal fluency and vocabulary deficit, and then analyse the advantages on non-verbal cognition and attention controlling, a more sensitive metalinguistic awareness and a lower decline rate of cognitive processing.

  14. Blended learning and bilingual education

    Directory of Open Access Journals (Sweden)

    Firpo Elena

    2016-06-01

    Full Text Available The purpose of the applied research presented herein is to devise and promote language teaching paradigms that are intended to develop bilingual abilities in second-generation Latin Americans (aged 11-12 years in the Italian middle school, thereby recovering their original linguistic background, while amplifying their knowledge of Italian, thus redefining a carefully balanced, pluralistic linguistic framework. Moreover, the study aims to establish a bilingual teaching model that may also be applied to different language pairings.

  15. Caminos Bilingues al Exito=Bilingual Pathways to Success: A Title VII Bilingual Education Program 1995-96. Research Report on Educational Grants.

    Science.gov (United States)

    Houston Independent School District, TX. Dept. of Research and Evaluation.

    Caminos Bilingues al Exito (Bilingual Pathways to Success), a comprehensive Title VII Bilingual Education program was established in 1995 to serve the 17 schools of the North Area Management District of the Houston Independent School District (Texas). Through teacher training, staff development, parental involvement, and instructional program…

  16. Caminos Bilingues al Exito=Bilingual Pathways to Success: A Title VII Bilingual Education Program 1995-96. Research Report on Educational Grants.

    Science.gov (United States)

    Houston Independent School District, TX. Dept. of Research and Evaluation.

    Caminos Bilingues al Exito (Bilingual Pathways to Success), a comprehensive Title VII Bilingual Education program was established in 1995 to serve the 17 schools of the North Area Management District of the Houston Independent School District (Texas). Through teacher training, staff development, parental involvement, and instructional program…

  17. A Study of Developing Professional Ethics Principles Scale for Teachers Working in the Pre-School Education

    Directory of Open Access Journals (Sweden)

    Şafak ÖZTÜRK AYNAL

    2013-04-01

    Full Text Available The present study examines the development of a professional ethics principles scale for teachers working in the pre-school education domain, in addition to testing the reliability and validity of this questionnaire. To this end, pre-school teachers' opinions were collected. Following the analysis of these viewpoints and the previous literature, items of the trial form were written. The draft form which comprised these items were applied to 245 pre-school teachers. In order to document the validity of the scale, a factor analysis was conducted. The analysis results revealed that the scale has a four factorial structure. The Cronbach's alpha reliability coefficient of the scale, which is an indicator of its reliability, was found to be 0.95. The reliability coefficients for the subcomponents varied between 0.90 and 0.94.

  18. The development of a bi-lingual assessment instrument to measure agentic and communal consumer motives in English and French

    Directory of Open Access Journals (Sweden)

    Mike Friedman

    2016-08-01

    Full Text Available Consumer behavior is driven, in part, by the degree to which goods and services appeal to underlying motives for agency and communion. The purpose of this research was to develop a brief individual differences measure of these motivations for use in behavioral research and theoretical and applied consumer psychology and marketing studies. We employed a bi-lingual scale development procedure to create the 10-item Agentic and Communal Consumer Motivation Inventory (ACCMI in English and French. Two studies show that the ACCMI is language invariant, demonstrates convergent and discriminant validity with consumer, motivational, and interpersonal constructs, and predicts evaluations of products described in agentic and communal terms, respectively, in both languages. The general conclusion of this research is that agency and communion provide a useful framework for understanding and studying consumer buying motivations. Discussion focuses on the relevance of motivational factors for studying human behavior and the applied utility of the ACCMI.

  19. The Development of a Bi-Lingual Assessment Instrument to Measure Agentic and Communal Consumer Motives in English and French.

    Science.gov (United States)

    Friedman, Mike; Bartier, Anne-Laure; Lown, Josh; Hopwood, Christopher J

    2016-01-01

    Consumer behavior is driven, in part, by the degree to which goods and services appeal to underlying motives for agency and communion. The purpose of this research was to develop a brief individual differences measure of these motivations for use in behavioral research and theoretical and applied consumer psychology and marketing studies. We employed a bi-lingual scale development procedure to create the 10-item Agentic and Communal Consumer Motivation Inventory (ACCMI) in English and French. Two studies show that the ACCMI is language invariant, demonstrates convergent and discriminant validity with consumer, motivational, and interpersonal constructs, and predicts evaluations of products described in agentic and communal terms, respectively, in both languages. The general conclusion of this research is that agency and communion provide a useful framework for understanding and studying consumer buying motivations. Discussion focuses on the relevance of motivational factors for studying human behavior and the applied utility of the ACCMI.

  20. The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways

    Science.gov (United States)

    Weiland, Christina; Barata, M. Clara; Yoshikawa, Hirokazu

    2014-01-01

    Despite consensus in the developmental literature regarding the role of executive function (EF) skills in supporting the development of language skills during the preschool years, we know relatively little about the associations between EF skills, including all EF components, and vocabulary skills among preschool-aged children. In this paper, we…

  1. Bilingualism: Consequences for Mind and Brain

    OpenAIRE

    Bialystok, Ellen; Craik, Fergus I. M.; Luk, Gigi

    2012-01-01

    Building on earlier evidence showing a beneficial effect of bilingualism on children’s cognitive development, we review recent studies using both behavioral and neuroimaging methods to examine the effects of bilingualism on cognition in adulthood and explore possible mechanisms for these effects. This research shows that bilingualism has a somewhat muted effect in adulthood but a larger role in older age, protecting against cognitive decline, a concept known as “cognitive reserve”. We discuss...

  2. Correlations between the components of physical readiness and physical development of the older preschoolers

    Directory of Open Access Journals (Sweden)

    Kulyk N. A.

    2013-11-01

    Full Text Available The indices of interdependence of physical fitness and physical development of children by means of correlation and factor analysis. The study involved 276 children aged 5-6 years. Found that in early childhood education important place occupied by the study of the physical condition of children. Reflected the degree of the relationship between the results of measurements of body length, body weight, volume of the chest, heart rate, blood pressure, lung capacity, breath-holding time (Stange's Genchi test and measures of the level of development of basic physical properties ( strength, speed, flexibility, endurance and coordination abilities . Research indicates the presence of interaction between the indices motor fitness and physical development of preschool children. The most significant effect on the physical health of the ability to provide coordination, speed and power capacity, speed and endurance.

  3. Maternal Responsiveness as a Predictor of Self-Regulation Development and Attention-Deficit/Hyperactivity Symptoms Across Preschool Ages.

    Science.gov (United States)

    Pauli-Pott, Ursula; Schloß, Susan; Becker, Katja

    2017-04-12

    Preschool-age "hot" executive function capacity (i.e. reward-related effortful control) represents an early kind of self-regulation that is involved in social adjustment development as well as the development of subtypes of attention-deficit/hyperactivity disorder (ADHD). Early self-regulation development might be malleable by responsive parenting. We analyzed whether maternal responsiveness/sensitivity predicts reward-related control (RRC) development within the preschool period, and whether RRC mediates a negative link between maternal responsiveness and ADHD symptoms. A sample of 125 preschoolers and their families were seen at the ages of 4 and 5 years. Maternal responsiveness/sensitivity was assessed via home observations, RRC by neuropsychological tasks, and ADHD symptoms by a structured clinical parent interview. Maternal responsiveness/sensitivity predicted RRC development. The negative link between maternal responsiveness/sensitivity at 4 years and ADHD symptoms at 5 years was mediated by RRC performance at 5 years. Preschoolers showing ADHD symptoms combined with low RRC capacity in particular might benefit from responsive/sensitive parenting.

  4. The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills

    Science.gov (United States)

    Buac, Milijana; Gross, Megan; Kaushanskaya, Margarita

    2014-01-01

    Purpose: The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Method: Vocabulary skills were measured in 58 bilingual children between the ages of 5…

  5. Asymmetries in Phonological Development: The Case of Word-Final Cluster Acquisition in Welsh-English Bilingual Children

    Science.gov (United States)

    Mayr, Robert; Howells, Gwennan; Lewis, Rhonwen

    2015-01-01

    This study provides the first systematic account of word-final cluster acquisition in bilingual children. To this end, forty Welsh-English bilingual children differing in language dominance and age (2;6 to 5;0) participated in a picture-naming task in English and Welsh. The results revealed significant age and dominance effects on cluster…

  6. Poder es Saber. Workshop: Developing a Bilingual Curriculum (New Mexico Highlands University, Las Vegas, New Mexico, June 1977).

    Science.gov (United States)

    Bass de Martinez, Bernice

    Bilingual teachers and program directors of northern New Mexico attended a workshop at New Mexico Highlands University to examine the curriculum designed to meet the needs of students within the bilingual bicultural setting. Participants were asked to redefine curriculum within the "workshop" setting. Consultants assisted the group in…

  7. The Additive Effect of Bilingualism on Third Language Acquisition: A Review.

    Science.gov (United States)

    Cenoz, Jasone

    2003-01-01

    Looks at the general effects of bilingualism on cognitive development and highlights the specific effects of bilingualism on third language acquisition. Examines effects of bilingualism on cognitive development, metalinguistic awareness, and communicative skills, then focuses on the specific effects of bilingualism on third language proficiency by…

  8. The Additive Effect of Bilingualism on Third Language Acquisition: A Review.

    Science.gov (United States)

    Cenoz, Jasone

    2003-01-01

    Looks at the general effects of bilingualism on cognitive development and highlights the specific effects of bilingualism on third language acquisition. Examines effects of bilingualism on cognitive development, metalinguistic awareness, and communicative skills, then focuses on the specific effects of bilingualism on third language proficiency by…

  9. Preschool language interventions for latino dual language learners with language disorders: what, in what language, and how.

    Science.gov (United States)

    Simon-Cereijido, Gabriela

    2015-05-01

    About a quarter of young children in the United States are dual language learners. The large majority are Latino children who are exposed to Spanish in their homes. The language needs of Latino dual language preschoolers are different from the needs of monolingual English-speaking children. As a group, they are likely to live in environments that put them at risk of delays in language development. This situation is direr for dual language preschoolers with language impairment. Recent findings from studies on interventions for Spanish-English preschoolers with language impairment suggest that a bilingual approach does not delay English vocabulary and oral language learning and promotes Spanish maintenance. Targets and strategies for different language domains are described. The effects of pullout versus push-in interventions for this population are preliminarily explored. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  10. Low-level lead exposure in the prenatal and early preschool periods: Language development

    Energy Technology Data Exchange (ETDEWEB)

    Ernhart, C.B.; Greene, T. (Case Western Reserve Univ., Cleveland, OH (USA))

    1990-11-01

    Inconsistent results continue to be reported from studies linking low-level lead exposure and child development. This inconsistency is seen for both prenatal exposure and exposure in the preschool years. The primary outcome measures in most reports are indices of cognitive development, including IQ. Verbal skills may be particularly vulnerable to toxic insult. The fact that 2 y of age is both a time of peak exposure and also a time of rapid language development suggests that this may be a critical period for such an effect. The later prenatal and early infancy period, at which time the nervous system is developing rapidly, may also be critical exposure period. We examined the relationship of maternal and cord blood lead (PbB) at birth and venous PbB at 6 mo, 2 y, and 3 y with language measures at 1, 2, and 3 y of age. The sample consisted of disadvantaged urban children. Multivariate analyses revealed no statistically significant relationship of either prenatal PbB or early preschool PbB with language measures after control of cofactors. Supplementary partial correlations revealed a marginal relationship of cord PbB and mean length of utterance (MLU), which describes a child's ability to form meaningful word combinations. Because this analysis was one of a large number of analyses with both positive and negative regression coefficients, the possibility that this was a chance effect was considered. If there is an effect of low-level lead exposure on language development, that effect is not robust.

  11. Does Professional Development of Preschool Teachers Improve Child Socio-Emotional Outcomes?

    DEFF Research Database (Denmark)

    Jensen, Bente; Jensen, Peter; Rasmussen, Astrid Würtz

    From 2011 to 2013 a randomized controlled trial has been run in Danish preschools to obtain evidence on improvements of early childhood education by providing training to the preschool teachers. The purpose of the intervention is to improve child socio-emotional outcomes (measured by SDQ), especi......From 2011 to 2013 a randomized controlled trial has been run in Danish preschools to obtain evidence on improvements of early childhood education by providing training to the preschool teachers. The purpose of the intervention is to improve child socio-emotional outcomes (measured by SDQ...

  12. The Relationship between Motor Abilities and Early Social Development in a Preschool Cohort of Children with Cerebral Palsy

    Science.gov (United States)

    Whittingham, Koa; Fahey, Michael; Rawicki, Barry; Boyd, Roslyn

    2010-01-01

    Aim: To investigate the relationship between motor ability and early social development in a cohort of preschool children with cerebral palsy (CP). Design: Population-based cohort study. Methods: Participants were 122 children with CP assessed at 18, 24 and 30 months, corrected age (ca). Motor ability was measured by the Gross Motor Function…

  13. Daytime Secretion of Salivary Cortisol and Alpha-Amylase in Preschool-Aged Children with Autism and Typically Developing Children

    Science.gov (United States)

    Kidd, Sharon A.; Corbett, Blythe A.; Granger, Douglas A.; Boyce, W. Thomas; Anders, Thomas F.; Tager, Ira B.

    2012-01-01

    We examined daytime salivary cortisol and salivary alpha-amylase (sAA) secretion levels and variability in preschool-aged children with autism (AUT) and typically developing children (TYP). Fifty-two subjects (26 AUT and 26 TYP) were enrolled. Salivary samples were obtained at waking, midday, and bedtime on two consecutive days at three phases…

  14. Shaving Cream and Cowboys: A Descriptive Study of Play Differences between Typically Developing and Developmentally Delayed Preschoolers

    Science.gov (United States)

    Rowe, Melinda

    2010-01-01

    Through play, children develop cognitively, socially, emotionally and physically. Preschoolers go on a journey of self-discovery during play activities, learning self-regulation and how to accurately represent themselves in the environment. This study explored the play behaviours of eight different children in two different schools. Four children…

  15. Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources

    Science.gov (United States)

    Hamre, Bridget K.; Pianta, Robert C.; Mashburn, Andrew J.; Downer, Jason T.

    2012-01-01

    Research Findings: Children's (n = 980) social competence during prekindergarten was assessed as a function of their teachers' (n = 233) exposure to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and 2 levels of support through MyTeachingPartner, a Web-based approach to professional development. Children in classrooms…

  16. Factors That Affect Psycho-Social Development of Preschool Children in Terms of Art Activities: Family and Teacher of Variables

    Science.gov (United States)

    Dereli, Esra; Akaroglu, E. Gulriz

    2011-01-01

    People living in a society need socialization. While maintaining social relations, they learn behaviors approved by the society. Through art education, which is applied in preschool education, planned studying habits, taking responsibilities, cooperating, helping, developing solidarity habit and building positive relations with others are taught…

  17. Daytime Secretion of Salivary Cortisol and Alpha-Amylase in Preschool-Aged Children with Autism and Typically Developing Children

    Science.gov (United States)

    Kidd, Sharon A.; Corbett, Blythe A.; Granger, Douglas A.; Boyce, W. Thomas; Anders, Thomas F.; Tager, Ira B.

    2012-01-01

    We examined daytime salivary cortisol and salivary alpha-amylase (sAA) secretion levels and variability in preschool-aged children with autism (AUT) and typically developing children (TYP). Fifty-two subjects (26 AUT and 26 TYP) were enrolled. Salivary samples were obtained at waking, midday, and bedtime on two consecutive days at three phases…

  18. Measurement Properties and Classification Accuracy of Two Spanish Parent Surveys of Language Development for Preschool-Age Children

    Science.gov (United States)

    Guiberson, Mark; Rodriguez, Barbara L.

    2010-01-01

    Purpose: To describe the concurrent validity and classification accuracy of 2 Spanish parent surveys of language development, the Spanish Ages and Stages Questionnaire (ASQ; Squires, Potter, & Bricker, 1999) and the Pilot Inventario-III (Pilot INV-III; Guiberson, 2008a). Method: Forty-eight Spanish-speaking parents of preschool-age children…

  19. The Development of a Diet Quality Score for Preschool Children and Its Validation and Determinants in the Generation R Study

    NARCIS (Netherlands)

    Voortman, T.; Kiefte-de Jong, J.C.; Geelen, A.; Villamor, G.B.; Moll, H.A.; Jongste, de J.C.; Raat, H.; Hofman, A.; Jaddoe, V.W.V.; Franco, O.H.; Hooven, van den E.H.

    2015-01-01

    Background: Although many studies have examined health effects of infant feeding, studies on diet quality shortly after the weaning and lactation period are scarce. Objectives: Our aims were to develop and evaluate a diet score that measures overall diet quality in preschool children and to examine

  20. Measurement Properties and Classification Accuracy of Two Spanish Parent Surveys of Language Development for Preschool-Age Children

    Science.gov (United States)

    Guiberson, Mark; Rodriguez, Barbara L.

    2010-01-01

    Purpose: To describe the concurrent validity and classification accuracy of 2 Spanish parent surveys of language development, the Spanish Ages and Stages Questionnaire (ASQ; Squires, Potter, & Bricker, 1999) and the Pilot Inventario-III (Pilot INV-III; Guiberson, 2008a). Method: Forty-eight Spanish-speaking parents of preschool-age children…

  1. Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences

    Science.gov (United States)

    Maherally, Uzma Nooreen

    2014-01-01

    The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…

  2. Assessing Preschools Using the Eco-Schools Program in Terms of Educating for Sustainable Development in Early Childhood Education

    Science.gov (United States)

    Korkmaz, Aysel; Guler Yildiz, Tulin

    2017-01-01

    This study assesses the practices and environmental properties of preschools implementing the Eco-Schools program, targeting education for sustainable development (ESD) in terms of the program's environmental, sociocultural, and economic pillars. Qualitative and quantitative methods were used. The sample group, determined through criterion…

  3. Development and Evaluation of Nutrition Education Competencies and a Competency-Based Resource Guide for Preschool-Aged Children

    Science.gov (United States)

    Scherr, Rachel E.; Reed, Heather; Briggs, Marilyn; Zidenberg-Cherr, Sheri

    2011-01-01

    Purpose/Objectives: The purpose of this research was to develop and evaluate nutrition education competencies and a competency-based resource guide, Connecting the Dots...Healthy Foods, Healthy Choices, Healthy Kids (CTD), for preschool-aged children in California. Methods: Nutrition education experts and California Department of Education staff…

  4. Language development of bilingual children; The acquisition of tense and aspect in an Italian-Indonesian child: A case study

    Directory of Open Access Journals (Sweden)

    Antonia Soriente

    2013-04-01

    Full Text Available This paper describes the development of temporal expressions in a bilingual child acquiring two typologically distinct languages: Italian and Indonesian.  These languages differ from one another in the way tense and aspect are encoded and it is interesting to observe what kind of cross-linguistic influence one language system has on the other. Italian verbs are heavily inflected for person, number as well as for tense, aspect and mood, whereas, in Indonesian, the encoding of tense and aspect is lexical rather than morphological; moreover encoding is optional when the context is sufficiently clear. This means that tense and aspect in Indonesian is often marked pragmatically rather than grammatically. This paper considers the interference effects that result from simultaneously acquiring these two typologically distinct systems.

  5. Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development.

    Science.gov (United States)

    Cabell, Sonia Q; Downer, Jason T

    2011-10-01

    MyTeachingPartner (MTP) is a web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial indicated that for English-only classrooms, teachers receiving a high level of support had students who made greater gains in language and literacy skills than teachers who only received access to a curricular supplement. Three implications are drawn from these findings: (1) on-going, video-based consultation holds promise not only for altering teacher-child interactions, but also improving children's learning, (2) technology allows teachers to receive intensive, effective support from a distance, and (3) there is still much to be learned about how professional development can support effective teaching of language and literacy skills to children whose home language is not English.

  6. Translanguaging and the Writing of Bilingual Learners

    Science.gov (United States)

    Velasco, Patricia; García, Ofelia

    2014-01-01

    This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes…

  7. Independent and Combined Effects of Socioeconomic Status (SES) and Bilingualism on Children's Vocabulary and Verbal Short-Term Memory.

    Science.gov (United States)

    Meir, Natalia; Armon-Lotem, Sharon

    2017-01-01

    The current study explores the influence of socioeconomic status (SES) and bilingualism on the linguistic skills and verbal short-term memory of preschool children. In previous studies comparing children of low and mid-high SES, the terms "a child with low-SES" and "a child speaking a minority language" are often interchangeable, not enabling differentiated evaluation of these two variables. The present study controls for this confluence by testing children born and residing in the same country and attending the same kindergartens, with all bilingual children speaking the same heritage language (HL-Russian). A total of 120 children (88 bilingual children: 44 with low SES; and 32 monolingual children: 16 with low SES) with typical language development, aged 5; 7-6; 7, were tested in the societal language (SL-Hebrew) on expressive vocabulary and three repetition tasks [forward digit span (FWD), nonword repetition (NWR), and sentence repetition (SRep)], which tap into verbal short-term memory. The results indicated that SES and bilingualism impact different child abilities. Bilingualism is associated with decreased vocabulary size and lower performance on verbal short-term memory tasks with higher linguistic load in the SL-Hebrew. The negative effect of bilingualism on verbal short-term memory disappears once vocabulary is accounted for. SES influences not only linguistic performance, but also verbal short-term memory with lowest linguistic load. The negative effect of SES cannot be solely attributed to lower vocabulary scores, suggesting that an unprivileged background has a negative impact on children's cognitive development beyond a linguistic disadvantage. The results have important clinical implications and call for more research exploring the varied impact of language and life experience on children's linguistic and cognitive skills.

  8. Foundations of Bilingual Education and Bilingualism. Fifth Edition. Bilingual Education & Bilingualism

    Science.gov (United States)

    Baker, Colin

    2011-01-01

    The fifth edition of this bestselling book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, its 19 chapters cover all the crucial issues in bilingualism at individual, group and national levels. These include: (1) defining who is bilingual and multilingual; (2) testing language abilities…

  9. Foundations of Bilingual Education and Bilingualism. Third Edition. Bilingual Education and Bilingualism 27.

    Science.gov (United States)

    Baker, Colin

    This book provides a comprehensive introduction to bilingualism and bilingual education. In a compact and clear style, bilingualism is discussed at individual, group, and national levels. The 20 chapters cover essential issues and controversies about language minorities and bilingual education. These include the following: defining who is…

  10. Interaction in Bilingual Phonological Acquisition: Evidence from Phonetic Inventories

    Science.gov (United States)

    Fabiano-Smith, Leah; Barlow, Jessica A.

    2010-01-01

    Purpose: To examine how interaction contributes to phonological acquisition in bilingual children in order to determine what constitutes typical development of bilingual speech sound inventories. Method: Twenty-four children, ages 3-4, were included: eight bilingual Spanish-English-speaking children, eight monolingual Spanish speakers, and eight…

  11. Crisis in the Southwest: Bilingual Education Program Inconsistencies

    Science.gov (United States)

    Gallo, Yadira; Garcia, Martha; Pinuelas, Lucia; Youngs, Irene

    2008-01-01

    Staff development is too often inadequate or overlooked in bilingual education. Rather, bilingual educators are forced to seek outside resources and strategies because of inconsistencies in school district bilingual programs. These authors offer a "crash" course for other teachers who may be looking for solid information about bilingual…

  12. Reliability and validity of the test of gross motor development-II in Korean preschool children: applying AHP.

    Science.gov (United States)

    Kim, Chung-Il; Han, Dong-Wook; Park, Il-Hyeok

    2014-04-01

    The Test of Gross Motor Development-II (TGMD-II) is a frequently used assessment tool for measuring motor ability. The purpose of this study is to investigate the reliability and validity of TGMD-II's weighting scores (by comparing pre-weighted TGMD-II scores with post ones) as well as examine applicability of the TGMD-II on Korean preschool children. A total of 121 Korean children (three kindergartens) participated in this study. There were 65 preschoolers who were 5-years-old (37 boys and 28 girls) and 56 preschoolers who were 6-years-old (34 boys and 22 girls). For internal consistency, reliability, and construct validity, only one researcher evaluated all of the children using the TGMD-II in the following areas: running; galloping; sliding; hopping; leaping; horizontal jumping; overhand throwing; underhand rolling; striking a stationary ball; stationary dribbling; kicking; and catching. For concurrent validity, the evaluator measured physical fitness (strength, flexibility, power, agility, endurance, and balance). The key findings were as follows: first, the reliability coefficient and the validity coefficient between pre-weighted and post-weighted TGMD-II scores were quite similar. Second, the research showed adequate reliability and validity of the TGMD-II for Korean preschool children. The TGMD-II is a proper instrument to test Korean children's motor development. Yet, applying relative weighting on the TGMD-II should be a point of consideration.

  13. Secular Changes of Adiposity and Motor Development in Czech Preschool Children: Lifestyle Changes in Fifty-Five Year Retrospective Study

    Science.gov (United States)

    Sedlak, Petr; Pařízková, Jana; Daniš, Robert; Dvořáková, Hana; Vignerová, Jana

    2015-01-01

    Secular trends of adiposity and motor development in preschool children since the fifties of the last century up to the beginning of this millennium were analyzed so as to reveal possible changes due to continuously differentiating lifestyle. In preschool children (n = 3678) height, weight, skinfold thickness over triceps, subscapular, and suprailiac were measured by Harpenden caliper in 1957, 1977, 1980, 1985, 1990, and 2012. Simultaneously, motor performance was tested by evaluating the achievements in broad jump and throwing a ball, as a marker of adaptation to changing level of physical activity, free games, and exercise. Along the period of five decades the values of skinfold thickness increased significantly until 2012, mainly on the trunk. Simultaneously, the level of motor performance significantly decreased. Modifications of the way of life during the mentioned five decades characterized by sedentarism and inadequate food intake as related to energy output influenced negatively both adiposity and motor performance already in preschool children. Mostly increased deposition of fat on the trunk which is considered as a marker of possible development of metabolic syndrome was apparent already in preschool age, indicating the importance of early intervention concerning also physical activity and availability for exercise since early life. PMID:26380296

  14. Secular Changes of Adiposity and Motor Development in Czech Preschool Children: Lifestyle Changes in Fifty-Five Year Retrospective Study.

    Science.gov (United States)

    Sedlak, Petr; Pařízková, Jana; Daniš, Robert; Dvořáková, Hana; Vignerová, Jana

    2015-01-01

    Secular trends of adiposity and motor development in preschool children since the fifties of the last century up to the beginning of this millennium were analyzed so as to reveal possible changes due to continuously differentiating lifestyle. In preschool children (n = 3678) height, weight, skinfold thickness over triceps, subscapular, and suprailiac were measured by Harpenden caliper in 1957, 1977, 1980, 1985, 1990, and 2012. Simultaneously, motor performance was tested by evaluating the achievements in broad jump and throwing a ball, as a marker of adaptation to changing level of physical activity, free games, and exercise. Along the period of five decades the values of skinfold thickness increased significantly until 2012, mainly on the trunk. Simultaneously, the level of motor performance significantly decreased. Modifications of the way of life during the mentioned five decades characterized by sedentarism and inadequate food intake as related to energy output influenced negatively both adiposity and motor performance already in preschool children. Mostly increased deposition of fat on the trunk which is considered as a marker of possible development of metabolic syndrome was apparent already in preschool age, indicating the importance of early intervention concerning also physical activity and availability for exercise since early life.

  15. Secular Changes of Adiposity and Motor Development in Czech Preschool Children: Lifestyle Changes in Fifty-Five Year Retrospective Study

    Directory of Open Access Journals (Sweden)

    Petr Sedlak

    2015-01-01

    Full Text Available Secular trends of adiposity and motor development in preschool children since the fifties of the last century up to the beginning of this millennium were analyzed so as to reveal possible changes due to continuously differentiating lifestyle. In preschool children (n=3678 height, weight, skinfold thickness over triceps, subscapular, and suprailiac were measured by Harpenden caliper in 1957, 1977, 1980, 1985, 1990, and 2012. Simultaneously, motor performance was tested by evaluating the achievements in broad jump and throwing a ball, as a marker of adaptation to changing level of physical activity, free games, and exercise. Along the period of five decades the values of skinfold thickness increased significantly until 2012, mainly on the trunk. Simultaneously, the level of motor performance significantly decreased. Modifications of the way of life during the mentioned five decades characterized by sedentarism and inadequate food intake as related to energy output influenced negatively both adiposity and motor performance already in preschool children. Mostly increased deposition of fat on the trunk which is considered as a marker of possible development of metabolic syndrome was apparent already in preschool age, indicating the importance of early intervention concerning also physical activity and availability for exercise since early life.

  16. Developing preschool deaf children's language and literacy learning from an educational media series.

    Science.gov (United States)

    Golos, Debbie B; Moses, Annie M

    2013-01-01

    With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31) acquired targeted American Sign Language and literacy skills after viewing one video from an educational video series in ASL. Descriptive statistics were gathered and a split-plot ANOVA was conducted to determine whether targeted literacy scores increased from pretest to posttest and whether scores varied by baseline ASL skills. A significant improvement was found in the skills targeted in the video, which occurred regardless of the level of baseline ASL skills. The findings support the claim that learning ASL and literacy skills through educational media may benefit deaf children with varied levels of exposure to ASL.

  17. Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers.

    Science.gov (United States)

    Suggate, Sebastian; Stoeger, Heidrun; Fischer, Ursula

    2017-01-01

    Previous studies investigating the association between fine-motor skills (FMS) and mathematical skills have lacked specificity. In this study, we test whether an FMS link to numerical skills is due to the involvement of finger representations in early mathematics. We gave 81 pre-schoolers (mean age of 4 years, 9 months) a set of FMS measures and numerical tasks with and without a specific finger focus. Additionally, we used receptive vocabulary and chronological age as control measures. FMS linked more closely to finger-based than to nonfinger-based numerical skills even after accounting for the control variables. Moreover, the relationship between FMS and numerical skill was entirely mediated by finger-based numerical skills. We concluded that FMS are closely related to early numerical skill development through finger-based numerical counting that aids the acquisition of mathematical mental representations.

  18. The role of brothers and sisters in the gender development of preschool children.

    Science.gov (United States)

    Rust, J; Golombok, S; Hines, M; Johnston, K; Golding, J

    2000-12-01

    The study examined whether the sex of older siblings influences the gender role development of younger brothers and sisters of age 3 years. Data on the Pre-School Activities Inventory, a measure of gender role behavior that discriminates within as well as between the sexes, were obtained in a general population study for 527 girls and 582 boys with an older sister, 500 girls and 561 boys with an older brother, and 1665 singleton girls and 1707 singleton boys. It was found that boys with older brothers and girls with older sisters were more sex-typed than same-sex singletons who, in turn, were more sex-typed than children with other-sex siblings. Having an older brother was associated with more masculine and less feminine behavior in both boys and girls, whereas boys with older sisters were more feminine but not less masculine and girls with older sisters were less masculine but not more feminine.

  19. Do informal musical activities shape auditory skill development in preschool-age children?

    Science.gov (United States)

    Putkinen, Vesa; Saarikivi, Katri; Tervaniemi, Mari

    2013-08-29

    The influence of formal musical training on auditory cognition has been well established. For the majority of children, however, musical experience does not primarily consist of adult-guided training on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere which have begun to map how developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, informal musical activities can also influence the maturation of auditory discrimination and attention in preschool-aged children.

  20. Do informal musical activities shape auditory skill development in preschool-age children?

    Directory of Open Access Journals (Sweden)

    Vesa Juhani Putkinen

    2013-08-01

    Full Text Available The influence of formal musical training on auditory cognition has been well established. For the majority of children, however, musical experience does not primarily consist of adult-guided training on a musical instrument. Instead, young children mostly engage in everyday musical activities such as singing and musical play. Here, we review recent electrophysiological and behavioral studies carried out in our laboratory and elsewhere, which have begun to map how the developing auditory skills are shaped by such informal musical activities both at home and in playschool-type settings. Although more research is still needed, the evidence emerging from these studies suggests that, in addition to formal musical training, also informal musical activities can influence the maturation of auditory discrimination and attention in preschool-age.

  1. Does Professional Development of Preschool Teachers Improve Child Socio-Emotional Outcomes?

    DEFF Research Database (Denmark)

    Jensen, Bente; Jensen, Peter; Rasmussen, Astrid Würtz

    From 2011 to 2013 a randomized controlled trial has been run in Danish preschools to obtain evidence on improvements of early childhood education by providing training to the preschool teachers. The purpose of the intervention is to improve child socio-emotional outcomes (measured by SDQ...

  2. Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development

    Science.gov (United States)

    Arnold, David H.; Zeljo, Alexandra; Doctoroff, Greta L.; Ortiz, Camilo

    2008-01-01

    The present study examined the relation between parent involvement in preschool and children's preliteracy skills. It also examined socioeconomic status (SES), parent depression, and single-parent status as predictors of parent involvement. Participants were 163 preschool-aged children from mostly low-income families, their parents, and their…

  3. Maternal Emotion-Related Socialization and Preschoolers' Developing Emotion Self-Awareness

    Science.gov (United States)

    Warren, Heather K.; Stifter, Cynthia A.

    2008-01-01

    Preschoolers' ability to demonstrate awareness of their own emotion is an important socio-emotional competence which has received increasing attention in the developmental literature. The present study examined emotion self-awareness of happiness, sadness, and anger in response to a delay of gratification task in 78 preschool children. Maternal…

  4. Maternal Emotion-Related Socialization and Preschoolers' Developing Emotion Self-Awareness

    Science.gov (United States)

    Warren, Heather K.; Stifter, Cynthia A.

    2008-01-01

    Preschoolers' ability to demonstrate awareness of their own emotion is an important socio-emotional competence which has received increasing attention in the developmental literature. The present study examined emotion self-awareness of happiness, sadness, and anger in response to a delay of gratification task in 78 preschool children. Maternal…

  5. Condition of Safe Environment Creation in Preschool Educational Institutions and Its Development Prospects

    Science.gov (United States)

    Braslauskiene, Rasa; Vismantiene, Reda; Thorsteinsson, Gisli

    2010-01-01

    Educators should attempt to create a common and solid strategy in preschool educational institutions in order to sufficiently ensure a safe social environment of children. A research examining health and safety issues in Lithuanian preschools was carried out in Klaipeda. The aim of this paper was to analyse the conditions of safe environment…

  6. [Biological adaptation of children of preschool age with retardation of mental development (RMD) in conditions of pre-school correctional educational institutions].

    Science.gov (United States)

    Bannikova, L P; Sebirzyanov, M D

    2013-01-01

    The present study was devoted to the investigation of biological adaptation of children aged 6-7 years with retardation of mental development (RMD) in pre-school correctional educational institutions. Under supervision there were 69 children, out of them 34 RMD cases and 35 children in whom mental development corresponds to age-control group--35 persons. The increase in sympatico-adrenergic effects and centralized heart rhythm control was revealed in children of both groups under comparison, but in RMD cases these effects were more pronounced. Adaptation reserves in RMD children appeared to be lower than in children in whom mental development corresponds to the age. Gender differences of adaptive reserves in children have been established

  7. Family structure and upbringing as factors of intellectual development of preschool children

    Directory of Open Access Journals (Sweden)

    Golovey L.A.

    2016-12-01

    Full Text Available The paper is devoted to investigation of the influence of the family structure and family attitudes, child-parent relationship, styles of family upbringing on the intellectual develop- ment of pre-school-age children. Attention is paid to the analysis of the influence of parents and children gender. The sample included 150 children, 150 mothers and 75 fathers, all the families live in St. Petersburg. Results of the study reveal a significantly greater influence of the child's parent-child relationship and family atmosphere on the intellectual develop- ment in comparison with its structure. Negative impact of attitudes on the severity, harsh- ness, acceleration the development of the child on the intellectual development is revealed. Influence of parents’ gender on intellectual development of children manifests in the lead- ing role of the father’s relationship in girls IQ results, and mother’s parental attitudes in boys IQ results. The authors of the article reveal the importance of the adequacy of the system of regulation and control, severity of requirements for the development of girls; lack of parental custody and adequacy to meet the needs — for the development of boys. The authors outline the significant role of preschool children perception, especially girls, of the emotional atmosphere in the family in their intellectual development. This work was supported by the Russian Foundation for Humanities (project №13-06-008480 «Family as a resource for mental development of children in stable and critical periods of ontogeny»

  8. Changing Teachers' Perceptions about the Writing Abilities of Emerging Bilingual Students: Towards a Holistic Bilingual Perspective on Writing Assessment

    Science.gov (United States)

    Soltero-Gonzalez, Lucinda; Escamilla, Kathy; Hopewell, Susan

    2012-01-01

    This study explored the application of a holistic bilingual view to assess the writing of emerging bilingual children. The study is part of a 5-year longitudinal research and intervention project that explores the biliteracy development of Spanish-English emerging bilingual students who are receiving instruction in both languages. Participants…

  9. Acquiring and Participating in the Use of Academic Spanish: Four Novice Latina Bilingual Education Teachers' Stories.

    Science.gov (United States)

    Guerrero, Michael D.

    2003-01-01

    Interviews with four U.S.-born, Latina, novice bilingual teachers revealed their lack of real opportunities to acquire the academic Spanish so crucial to their development as bilingual teachers. Educational policy governing Spanish-English bilingualism and biliteracy for the bilingual teacher education "pipeline" is at best incidental…

  10. Bilingual First Language Acquisition: Exploring the Limits of the Language Faculty.

    Science.gov (United States)

    Genesee, Fred

    2001-01-01

    Reviews current research in three domains of bilingual acquisition: pragmatic features of bilingual code mixing, grammatical constraints on child bilingual code mixing, and bilingual syntactic development. Examines implications from these domains for the understanding of the limits of the mental faculty to acquire language. (Author/VWL)

  11. Reflection on Bilingual Teaching

    Institute of Scientific and Technical Information of China (English)

    严玲

    2013-01-01

    Some problems are found about bilingual teaching in the local universities and colleges through the research. This pa⁃per intends to solve the problems by analyzing the findings from the investigations done among the bilingual teachers and stu⁃dents, who are now involved in bilingual teaching. And it also proposes a practical bilingual teaching model especially for universi⁃ties and colleges. This will determine the quality of practicing bilingual teaching and will improve its efficiency.

  12. Bilingualism. Bilingual education. Natal/RN

    Directory of Open Access Journals (Sweden)

    Orlando Vian Jr

    2013-12-01

    Full Text Available This paper aims at presenting a preliminary account of the bilingual education in Natal/RN based on the notions of bilingual (GROSJEAN, 1982; WEI, 2000 and bilingual education (HAMERS; BLANC, 2000; FISHMAN; LOVAS, 1970; DALE; TANNER, 2012. The data were collected through questionnaires and interviews in four private bilingual schools in Natal/RN. Results indicate that most of the schools include two languages concomitantly in their bilingual curriculum with differences as regards the hour load to work with each of the languages

  13. A new Approach to the Study of Russian Language Acquisition in Preschool Children with Normal and Abnormal Development

    Directory of Open Access Journals (Sweden)

    Lebedeva T.V

    2014-11-01

    Full Text Available We discuss the possibilities of using a standardized method of psychological evaluation of the Russian language development in preschool children. We provide a rationale for the relevance of timely differentiation of children with language and speech difficulties in modern educational practice. We present the results of comparative analysis of language and speech development in the two groups of children 5-6 years old: normally developing (N=92 and with language and speech disorders (N=59. We describe the diagnostic potential of this research tool for clinical sample of children with speech and language disorders, reveal differences in the development of Russian language between the two groups of children. The data obtained can be used in solving the problems of differentiated correctional help to pre-school children with impaired language and speech development.

  14. Thyroid-Stimulating Hormone (TSH) Concentration at Birth in Belgian Neonates and Cognitive Development at Preschool Age.

    Science.gov (United States)

    Trumpff, Caroline; De Schepper, Jean; Vanderfaeillie, Johan; Vercruysse, Nathalie; Van Oyen, Herman; Moreno-Reyes, Rodrigo; Tafforeau, Jean; Vanderpas, Jean; Vandevijvere, Stefanie

    2015-11-02

    The main objective of the study was to investigate the effect of MID during late pregnancy, assessed by the thyroid-stimulating hormone (TSH) concentration at neonatal screening, on cognitive development of preschool children. A retrospective cohort study including 311 Belgian preschool children of 4-6 years old was conducted. Children were selected at random from the total list of neonates screened in 2008, 2009, and 2010 by the Brussels new-born screening center. Infants with congenital hypothyroidism, low birth weight, and/or prematurity were excluded from the selection. The selected children were stratified by gender and TSH-range (0.45-15 mIU/L). Cognitive abilities were assessed using Wechsler Preschool and Primary Scale of Intelligence-third edition. In addition, several socioeconomic, parental, and child confounding factors were assessed. Neonatal TSH concentration-a surrogate marker for MID-was not associated with Full Scale and Performance IQ scores in children. Lower Verbal IQ scores were found in children with neonatal TSH values comprised between 10-15 mIU/L compared to lower TSH levels in univariate analysis but these results did not hold when adjusting for confounding factors. Current levels of iodine deficiency among pregnant Belgian women may not be severe enough to affect the neurodevelopment of preschool children.

  15. Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children.

    Science.gov (United States)

    Woodward, Lianne J; Lu, Zhigang; Morris, Alyssa R; Healey, Dione M

    2017-02-01

    To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; Emotion Regulation Checklist, and (3) tester ratings of child behavior during neuropsychological testing. At age 9 years, mental health and educational achievement were assessed using the Development and Well-being Assessment interview and the Woodcock Johnson-III Tests of Achievement. VPT-born children had poorer emotional and behavioral regulation across all measures and time points. They also had higher rates of DSM-IV mental health disorder and educational delay at age 9. Across both study groups, poorer self regulation was associated with an increased risk of ADHD, conduct disorder, anxiety disorders and any disorder net of preschool child behavior problems and social risk. In contrast, only associations between early regulation and later language and any educational delay remained significant after adjustment for preschool cognitive functioning and family social risk. Early assessment of regulation in addition to behavioral screening may improve the early identification of preschool children at mental health risk.

  16. Thyroid-Stimulating Hormone (TSH Concentration at Birth in Belgian Neonates and Cognitive Development at Preschool Age

    Directory of Open Access Journals (Sweden)

    Caroline Trumpff

    2015-11-01

    Full Text Available The main objective of the study was to investigate the effect of MID during late pregnancy, assessed by the thyroid-stimulating hormone (TSH concentration at neonatal screening, on cognitive development of preschool children. A retrospective cohort study including 311 Belgian preschool children of 4–6 years old was conducted. Children were selected at random from the total list of neonates screened in 2008, 2009, and 2010 by the Brussels new-born screening center. Infants with congenital hypothyroidism, low birth weight, and/or prematurity were excluded from the selection. The selected children were stratified by gender and TSH-range (0.45–15 mIU/L. Cognitive abilities were assessed using Wechsler Preschool and Primary Scale of Intelligence—third edition. In addition, several socioeconomic, parental, and child confounding factors were assessed. Neonatal TSH concentration—a surrogate marker for MID—was not associated with Full Scale and Performance IQ scores in children. Lower Verbal IQ scores were found in children with neonatal TSH values comprised between 10–15 mIU/L compared to lower TSH levels in univariate analysis but these results did not hold when adjusting for confounding factors. Current levels of iodine deficiency among pregnant Belgian women may not be severe enough to affect the neurodevelopment of preschool children.

  17. Early Literacy and Numeracy Skills in Bilingual Minority Children: Toward a Relative Independence of Linguistic and Numerical Processing

    Science.gov (United States)

    Bonifacci, Paola; Tobia, Valentina; Bernabini, Luca; Marzocchi, Gian Marco

    2016-01-01

    Many studies have suggested that the concept of “number” is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age = 58.27 ± 5.90), and 79 were monolinguals (mean age = 58.45 ± 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills. PMID:27458413

  18. Bilingual Children's Reflections on Writing and Diglossia.

    Science.gov (United States)

    Francis, Norbert

    1998-01-01

    Investigation of the development of metalinguistic consciousness examines bilingual children's perceptions of language contact in a situation of marked social imbalance between their first and second languages. The exploratory investigation focused on how school-age bilinguals view written forms in Spanish and Nahuatl. Forty-five Spanish/Nahuatl…

  19. Bilingual Language Proficiency : A comparative study

    NARCIS (Netherlands)

    Duarte, Joana

    2011-01-01

    his book investigates the role native language plays in the process of acquiring a second language within a bilingual educational model. The research presented is based on a 2 year longitudinal study of students in a bilingual school. Particular attention is paid to the development of academic

  20. Bilingual Children's Reflections on Writing and Diglossia.

    Science.gov (United States)

    Francis, Norbert

    1998-01-01

    Investigation of the development of metalinguistic consciousness examines bilingual children's perceptions of language contact in a situation of marked social imbalance between their first and second languages. The exploratory investigation focused on how school-age bilinguals view written forms in Spanish and Nahuatl. Forty-five Spanish/Nahuatl…