Early Learners Research Articles

DEVELOPING ENGLISH PRINTED MATERIAL ON THEME OF OCCUPATION FOR EARLY YOUNG LEARNERS AT PAUD TERPADU JOY KIDS MAKASSAR

The main objective of this research is to develop English language materials for early young learners. This research was conducted at PAUD Terpadu Joy Kids Makassar. This research developed "Occupation" material with the sub-theme of "firefighter." The Research and Development model implemented in this study was ADDIE model in developing the material. The preliminary study results in this study show that English is not a compulsory subject but only an interlude. Therefore, researchers developed English language material following the applicable curriculum. The development of material in this study emphasized vocabulary recognition. Teachers and students can use the products that researchers would produce to carry out English learning activities.

Identifying the teaching of English to early young learners at Stepping Stones School Surabaya

Early stage of human life is considered as unique as it has special characteristics that are different from other stage of human being’s development and growth. There are ways and strategies in dealing with young learners especially at the process of learning. As part of the methods dealing with young learners, school has taken an important role besides the parents of the children. There are many roles taken by school such as teaching in the process of learning of the young learners. In Indonesia, learning English becomes one of important part in the process of learning at the school. And there are notes to be considered in introducing English as a Second Language to young learners. The research was conducted to find out that there are key factors to be considered dealing with teaching English to early young learners and one of the important factors is one of the key factors underlying methods of the teaching English especially at Steping Stones School. The research was conducted at Stepping Stones School Surabaya as it is a school for very young learners. The methods of the research is a qualitative descriptive research. The research found out that the methods of teaching English to young learners need a full English school and a school with fun learning environment. The key factors underlying the methods of teaching English at the Stepping Stones School Surabaya are the school becomes a high quality preschool program with a well-designed curriculum; the school is with well-qualified teachers enabling to interpret the school curriculum to be a daily based practices in teachings; the school pays attention on the age of the students especially in applying the full English method; the school involves the parents to be in part of the learning by having similar ways in treating the children at home.

Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders

Aims and Objectives: We compared speech accuracy and pronunciation patterns between early learners of English as a foreign language (EFL) with different language backgrounds. We asked (1) whether linguistic background predicts pronunciation outcomes, and (2) if error sources and substitution patterns differ between monolinguals and heterogeneous bilinguals. Methodology: Monolingual and bilingual 4th-graders ( N = 183) at German public primary schools participated in an English picture-naming task. We further collected linguistic, cognitive and social background measures to control for individual differences. Data and Analysis: Productions were transcribed and rated for accuracy and error types by three independent raters. We compared monolingual and bilingual pronunciation accuracy in a linear mixed-effects regression analysis controlling for background factors at the individual and institutional level. We further categorized all error types and compared their relative frequency as well as substitution patterns between different language groups. Findings: After background factors were controlled for, bilinguals (irrespective of specific L1) significantly outperformed their monolingual peers on overall pronunciation accuracy. Irrespective of language background, the most frequent error sources overlapped, affecting English sounds which are considered marked, are absent from the German phoneme inventory, or differ phonetically from a German equivalent. Originality: This study extends previous work on bilingual advantages in other domains of EFL to less researched phonological skills. It focuses on overall productive skills in young FL learners with limited proficiency and provides an overview over the most common error sources and substitution patterns in connection to language background. Significance/Implications: The study highlights that bilingual learners may deploy additional resources in the acquisition of target language phonology that should be addressed in the foreign language classroom.

Innovative Inclusion Program for Early Learners with Visual Impairments Offered by Miami Lighthouse Learning Center for Children

Keywords inclusion, specialized instruction, early childhood, best practice, empathy, visually impaired, blind

Continuing the heritage of Vygotsky as a complexivist: insights from a research project among pre-primary learners in Mauritius

ABSTRACT Beyond his contributions to the field of psychology, Vygotsky may be considered as ‘one of the first thinkers in complexity’ (Jörg, 2011 p. 14). Vygotsky challenged linear causality and defended the idea of the transcendence of individual learning to focus on the generative potential of learning and development through social interactions, emergence, and self-organisation; these are central ideas of complexity. Based on an epistemology of complexity (Morin, 2008; Alhadeff-Jones, 2013), this contribution aims to present the findings and ex post facto reflections on a research project, carried out in 2016–2017, which explored and modeled the language expérienciations (Engel, 2007) of early childhood learners in thirteen pre-primary schools in the multilingual island of Mauritius. A complexity case-study design (Hetherington, 2013) was used and the findings present ways young learners integrate environmental, contextual and linguistic complexity in their own personal, yet socio-collective trajectories towards the construction of their learning.

Functional and structural differences in brain networks involved in language processing and control in highly proficient early and late bilinguals

Age of acquisition and proficiency have been identified as possible determinants in the neural localization of second language representation and in the nature of control mechanisms. However, the relationship is not yet clear between age of acquisition and proficiency on the one hand, and language switching and executive functions on the other. In the present study, we used anatomical and functional Magnetic Resonance (MR) Imaging to investigate the impact of age of acquisition. Two groups of highly proficient early and late bilinguals, carefully matched in other measures of proficiency, performed an overt picture-naming task in blocked and switched conditions. We found that switching between languages in highly proficient bilinguals involves an increase of activity in areas reported as components associated with domain-general inhibitory processes. There was no effect of task language, only of whether the task involved language switching. Comparing the two groups indicated that highly proficient bilinguals use the same neural network for language production and control regardless of age of acquisition. Structural differences were apparent between the two groups in regions associated with language control. We propose that language switching recruits a neural network that is engaged for domain-general executive control functions and that proficiency rather than age of acquisition exerts influence on language representations. • Proficient bilinguals switched between their two languages symmetrically. • This was true for the late learners as well as for early learners. • Switching languages activates more brain regions than using one language. • Switching activates brain regions involved with general inhibition.

Dimensions and Orientations of Pre-Service Early Childhood Teachers’ Conceptions of Teaching Science

The purpose of the study was to investigate prospective early childhood teachers’ conceptions of teaching science, and thus identify their strategies for enabling their future pre-K to 3rd grade students’ construction of science content. For the purpose of this study, we subscribed to the view of conceptions of teaching as having dimensions and orientations reflecting two different models of learning, active learning and passive learning respectively. One hundred prospective early childhood teachers’ drawings and narratives of teaching science in early childhood classrooms were thematically analyzed to identify their conceptions of teaching science. Forty-six participants conceptualized demonstrations and teacher explanations as instructional strategies and as sources of science content knowledge to transmit defined bodies of science content knowledge to their students (passive learning). Fifty-four participants conceptualized experiments as student-based active learning environments that permitted students to think, discover, collaborate and construct their own science content knowledge and/or co-construct science content knowledge with teachers (active learning). The findings of the study provide a framework for focusing on how prospective early childhood teachers conceptualize science instruction for children in pre-K to 3rd grade classrooms and their strategies for helping their future early childhood learners in constructing science content. The study also calls for early childhood teacher education curricula to incorporate frameworks for understanding the practice of teaching within coursework early on in the early childhood teacher preparation program to enable prospective teachers to reflect on and document their prior knowledge of science instruction.

1135. The PEST Approach to Choosing Antimicrobial Therapy

BackgroundSelecting an empiric antimicrobial regimen can be difficult for early learners and misuse of antibiotics can lead to adverse events and antimicrobial resistance. We describe here an approach to aid internal medicine interns in their clinical decision making, particularly when it comes to diagnosing and empirically treating infections.MethodsThe PEST model was created as a four-step approach to therapeutic reasoning and choosing an appropriate antimicrobial regimen for a given infectious disease syndrome (Figure 1).In February 2020, we conducted two independent teaching sessions for interns on the PEST approach during noon conference. We assessed pre-and post-teaching responses to five clinical vignette-based questions to assess optimal selection of antibiotics and improvement in the use therapeutic reasoning (Figure 2). Results were presented as a percentage of interns, both pre- and post-intervention, who chose an appropriate antibiotic and a percentage of interns who provided sufficient therapeutic reasoning as defined by using at least three out of the four PEST criteria.Figure 1 – The PEST Approach Model Figure 2 – Clinical Vignette Examples ResultsTwenty-seven interns participated in the activity. At baseline, several interns had incorporated aspects of the PEST approach in their pre-teaching responses. While the teaching session improved therapeutic reasoning as defined by the PEST strategy (Figure 3), there was no appreciable difference in antibiotic selection (Figure 4). Ten interns commented on the usefulness of the approach, specifically highlighting the systematic approach to antibiotic selection.Figure 3 – Differences in Therapeutic Reasoning After PEST Teaching Figure 4 – Choosing The Correct Antibiotic After PEST Teaching ConclusionOur results showed fidelity in using the PEST approach to improve therapeutic reasoning after a teaching session, but the method did little to improve antibiotic selection. Perhaps antibiotic selection requires greater clinical experience in order to provide a narrower or more optimal spectrum of coverage. Interestingly, some interns used select “PEST” concepts prior to the intervention suggesting that the PEST approach may solidify prior knowledge or clinical reasoning skills. Continued incorporation of the PEST approach using a case-based framework may solidify conceptual and practical knowledge of antimicrobial selection.Disclosures All Authors: No reported disclosures

Developing English Printed Material on Theme of Plant for Early Young Learners at Paud Terpadu Joy Kids Makassar

<p>Based on a preliminary study conducted in PAUD Terpadu Joykids Makassar, it was found that the material provided for students in introducing English vocabulary based on theme is still limited. In this case, the researcher intended to develop thematic English material for students. This study was Research and Development adapting ADDIE model that consists of Analysis, Design, Development, Implementation and Evaluation. In developing the material the researcher concerned on developing “plant” theme material. There were 1 teacher, 2 experts and 20 students involved in this research. This study found out the need of students at PAUD Terpadu Joykids over English material. The data of students need then become the inventory need in designing and developing the material. Moreover, the material consisted of English vocabulary integrated with the theme, number, picture, simple sentence, and artwork.</p>

Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence

Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study investigated whether two elementary students with ASD could learn to follow six-step written directions when they were given access to high-preference items as they completed the final step in the directions. It was anticipated that as the number of directions increased, there would need to be adjustments to the intervention, especially as working memory was taxed and students were reliant on understanding the written text to successfully follow the written directions. At baseline, neither student could follow the six-step directions. After participating in the multiple phases of the intervention, both students learned to read and follow six-step directions without a high preference reward following the last step in the directions. Teaching students to follow written directions by creating opportunities to access preferred items through reading text may provide the origins of making text mediate independent and self-regulated behavior, but it is not sufficient for all students when they lack executive skills. This study discusses implications for research and classroom practice.

Referent-Based Instruction to Strengthen the Verbal Behavior of Early Learners with Autism and Related Language Disorders.

The current study evaluated the use of precision teaching to address the verbal behavior deficits of children with autism and other language disorders. From 2013 to 2018, a high-research-activity doctoral university in the south-central United States operated a free clinic that provided applied behavior anlaysis services to early learners in the local community. Participants received referent-based verbal behavior instruction to strengthen their functional language skills by systematically transferring stimulus control across 4 primary verbal operants: mands, echoics, tacts, and sequelics. Referent-based instruction is premised on the notion that proportionate levels of strength among these 4 operants provide the relational flexibility of naturalistic speaking observed in typical language development. This article details the language gains made by 49 participants who received 13 weeks of intervention for 90 min a day, 4 days a week. Relative strengths and weaknesses were identified in the verbal repertoire of each participant, and individualized fluency aims were subsequently developed. Results of pretest and posttest comparisons show that there was a large effect size within the verbal behavior gains of participants who received precision teaching. Implications for implementing referent-based instruction, as well as future areas of research, are discussed.

The relation between category compactness and L2 VOT learning

L1 and L2 category compactness have been reported to correlate with L2 vowel pronunciation accuracy in advanced intermediate learners (Kartushina and Frauenfelder, 2014). However, it is not clear whether category compactness is an effect of L2 learning, or whether it is an individual characteristic that might predict aspects of L2 learning. Holliday (2015) suggests that more variable VOT categories early in L2 learning may facilitate acquisition of new L2 VOT patterns. We tested relationships between L1 and L2 category compactness and L2 pronunciation progress for voiceless stops, in ten L1 English-L2 Spanish learners over the course of one semester of early Spanish courses. We found that lower L2 Spanish VOT correlated with higher voiceless VOT standard deviation at the end of the semester for all but the absolute beginners (R2 = 0.6256, F(1,5) = 37.75, p = 0.004). Thus, for early learners, as production improves, L2 categories may expand. In addition, L1 English voiceless stop VOT category compactness at beginning of term correlated with L2 Spanish VOT accuracy at end of term for all learners (R2 = 0.6798, F(1,9) = 17.0, p = 0.003), suggesting that L1 category compactness may reflect individual properties that influence progress in L2 learning.

The Effects of Age Factor on Learning English Language: A Case Study of Sudanese Private and Public Secondary Schools in Khartoum State, Sudan

The current paper aims at studying the age factor in Sudanese public schools and private schools where the starting age differs in both. Also, it aims at finding out whether the late or early starting of learning English language influences the learner's acquisition to language. Moreover, the study aims at showing the difference between learners of English language in private schools and learners in public schools. The tools used for data collection were questionnaire for EFL Sudanese teachers and a test for Sudanese secondary school students. The research was conducted with a total of 30 male students attending Sudanese public schools and private schools. By using the mixed-method research approaches, the findings revealed that most respondents agree that the early learners are better than late ones, that is to say that students of private schools who start learning English at an early age had better mastery of English than those of public-school students who start at a late age. Finally, the study recommended that investigating the effects of age factor on learning English language is a very important phenomenon and may apply in other countries such Egypt, Saudi Arabia etc. This study is the first of its kind to investigate the effects of age factor on learning English language, particularly, in the context of Arab countries.

The future of health professions education: Emerging trends in the United States.

The future of health professions education: Emerging trends in the United States.

Thinking Beyond the Norm: Using Alternate Theories in Early Childhood Education and Care Physical Activity Interventions

ABSTRACT ECEC-based physical activity (PA) interventions have reported modest changes; however, those that are underpinned by theory seem to report more favorable outcomes. To date, no ECEC-based PA interventions have been underpinned by professional development-focused theories, despite professional development being a consistent component in such interventions. The aim of this study was to describe how the Healthy Online Professional Program for Early Learners (HOPPEL) intervention was underpinned by the concept of a community of practice (CoP) (a theory that focuses on professional development) and to examine the alignment of the designed intervention with the applied theory. The 12-week HOPPEL program comprised a face-to-face workshop and asynchronous/synchronous online sessions. The program was mapped to the CoP elements prior to implementation and then alignment was confirmed following implementation. Quantitative data (i.e., educator demographics, professional development experience) were collected from questionnaires. Qualitative data (i.e., transcripts from the online components) were analyzed using NVivo for themes that aligned with CoP. Post-intervention analysis suggested that the Practice element of a CoP was less well aligned than initially thought. This study aimed to investigate the use of an alternate theory in an ECEC-based PA intervention: using such theories may contribute to greater success in future programs.

“That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks

As a result of globalization, kindergarten curriculum frameworks in Asia have been strongly influenced by Western theories, pedagogies, and values. In this article, we argue that Singapore’s Nurturing Early Learners and Hong Kong’s Kindergarten Education Curriculum Guide present key notions that are inconsistent with cultural values that are deeply rooted in these two societies. To overcome the challenges these inconsistencies trigger for teachers, principals, teacher educators, and parents, we advocate for the design of 'glocal' (global/local, explicitly hybrid) curriculum frameworks, based on principles that are culturally appropriate and socially situated. Drawing on recent research studies, we analyze current curriculum/practice gaps in relation to the notions of Child-Centeredness, Quality Interactions, Creativity and Self-Expression, and Play. In seeking the global/local balance that is needed in Singapore and Hong Kong, four alternative glocal notions are proposed: Child-Appropriateness, Pedagogical Quality, Arts Engagement, and Child-Led Activities. We conclude there is an urgent need for generating a solid corpus of local research in both jurisdictions, which should guide subsequent curriculum reforms and teacher preparation models. Our final aim is to contribute to early childhood education policy discussions in Asia, against the background of internationalization.

Comparison of Two Dental Hygiene Student Cohorts Receiving Varying Interprofessional and Intraprofessional Curricula

INTRODUCTION Most interprofessional education (IPE) research has measured student perceptions using pre/post-surveys during a single IPE activity or from a longitudinal assessment. It is important to begin to search for other educational attributes having an impact on student perception outcomes. This study reports IPE perceptions using the Student Perceptions of Interprofessional Clinical Education Revised, version 2 (SPICE-R2) for two dental hygiene cohorts engaged in different IPE and intraprofessional experiences over a period of an academic year/two semesters. METHODS First year dental hygiene students (DH I) and second year dental hygiene students (DH II) were asked to complete a survey including the SPICE-R2 instrument at the beginning and end of the 2017-18 academic year. The pre/post session paired analyses were performed using the Wilcoxon signed-rank test. The analysis comparing the DH I to DH II SPICE-R2 pre, post and overall factor mean scores was also done using the Wilcoxon signed-rank test. Cohen’s d was used to calculate effect sizes. RESULTS Fifty-seven paired data sets were analyzed, thirty-one students were in the first year and twenty-six were in the second year of the dental hygiene program. Results indicated a decrease in mean scores for the total SPICE-R2 and for both the Teamwork and Roles/Responsibilities factors for both DH I and DH II students. DH I students had a statistically significant decrease in the Teamwork and Roles/Responsibilities factors of the SPICE-R2. CONCLUSION This study adds to the current literature by noting a statistically significant decrease in SPICE-R2 scores by early learners. Timing of the introduction of curriculum can be a contributing factor; however, it will be important for researchers to focus on components of curricula design to determine factors which impact student IPE learning, perceptions, and outcomes.

“Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills”: Correction.

“Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills”: Correction.

Semiotic analysis of English books of Punjab Textbook Board (Pakistan) with Gender Lens: Exploring the gender sensitization level of Punjab Textbook Board officers

Semiotics is visual literacy which is an important aspect of learning process involving various social aspects of a society. Visuals are used dominantly in all books of early learners because it is considered the most efficient way of learning and teaching. Representation of gender through visual literacy is the most current and debatable social issue in the contemporary world. Though in Punjab Textbook Board, the text books of almost all subjects including English textbooks of all classes are supplemented with visuals. English is made a compulsory subject from class 1 till 10 and are always in lime light at international level. But unfortunately this aspect of gender is being neglected in the English textbooks of Punjab, Pakistan. Interviews were conducted from the officers of textbook board to explore the level of sensitization regarding gender and its representation. These interviews revealed that they are unable to understand the true concept of gender due to which male and female are still presented in stereotypical ways. Through interviews it was seen that this inability of true understanding and representation of gender is due to the officials’ unawareness, cost constraints of management and social norms.

A Symbiotic Link Between Music, Movement, and Social Emotional Learning: Mindful Learning in Early Learners

In the following study we investigate how young learners engage with music and movement to illustrate their understandings and connections to nature. We discover a symbiotic relationship between the performing arts, Social Emotional Learning, and Mindful Learning over the course of six months, and examine the potentials and constraints of this harmonization. Results from this study show that learning in a co-constructivist setting, which allows opportunities for reflective listening, choice, intentional focus, and feedback, supports the development of behavioural and emotional abilities, and empowers students to delve deeper into their connections with nature through composing abstract music and movement pieces.