English Children Research Articles

Assessing Parental Engagement's Influence on Elementary Students' Language Proficiency Development

Aim: In this research, the influence of Jordanian parents on their children's English language development in sixth grade is examined. The study's goals could only be met with the help of a pre- and post-test designed to evaluate the participants' English language skills. There were fifteen English-language questions on the test. Method: Female students in sixth grade from two public schools in the Irbid 1st Directorate of Education served as the study's sample (92). There were 46 in the control group and 46 in the experimental group. The teachers' guide group followed the conventional approach, while the experimental group used the Parents' Participation strategy. Results: By comparing the pre- and post-test scores of the experimental and control groups, the study determined whether or not parental participation improved sixth graders' speaking abilities. In comparison to the control group, which had a pretest mean of 60 (standard deviation=9) and a posttest mean of 70 (standard deviation=10), the experimental group that included parents had higher scores on both the pretest and posttest (mean=65, SD=8). In spite of these gains, there was no statistically significant difference in the groups' overall teaching strategies according to the ANOVA results (F value=1.25, p=0.267). This suggests that parental involvement may result in higher scores, but it does not necessarily affect the effectiveness of the tested teaching strategies. Additionally, the results showed that the experimental group routinely beat the control group, which is encouraging but not conclusive evidence of a substantial effect on the improvement of students' public speaking abilities. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

Allergic Contact Dermatitis in Pediatric Practice.

Allergic contact dermatitis (ACD) is prevalent among pediatric population, adolescent and young adults. Patients with ACD experience a lot of sociopsychological and qualityof- life (QoL) difficulties. Children and their caregivers alike are vulnerable to the burden of ACD. We have, in this paper, provided an overview of ACD and discussed common and unusual causes of ACD. We performed an up-to-date literature review in the English language on "allergic contact dermatitis" via PubMed Clinical Queries, using the keywords "allergic contact dermatitis" in August 2022. The search included meta-analyses, randomized controlled trials, clinical trials, casecontrol studies, cohort studies, observational studies, clinical guidelines, case series, case reports, and reviews. The search was restricted to English literature and children. ACD may be acute or chronic and it affects more than 20% of children and adults with significant quality-of-life impairments. ACD is manifested by varying degrees of cutaneous edema, vesiculation, and erythema. The hypersensitivity reaction is one of the most prevalent forms of immunotoxicity in humans. Localized acute ACD lesions can be managed with high-potency topical steroids; if ACD is severe or extensive, systemic corticosteroid therapy is often required to provide relief within 24 hours. In patients with more severe dermatitis, oral prednisone should be tapered over 2-3 weeks. Rapid discontinuation of corticosteroids can result in rebound dermatitis. Patch testing should be performed if treatment fails and the specific allergen or diagnosis remains unknown. ACD is common and can be a physically, psychologically, and economically burdensome disease. Diagnosis of ACD is primarily based on history (exposure to an allergen) and physical examination (morphology and location of the eruption). Skin patch test can help determine the causative allergen. Allergen avoidance is the cornerstone of management. Topical mid- or highpotency corticosteroids are the mainstay of treatment for lesions on less than 20% of the body area. Severe cases of ACD may require treatment with systemic corticosteroids.

Tapping into family power: Enhancing English learning for Chinese children in Banda Aceh through parental involvement

Learning English at an early age is believed to lead to a significant improvement in children's language skills. Parental involvement is thought to have a positive influence on children's development in learning English as a second/foreign language. A preliminary study found that Chinese parents are actively involved in helping their children learn English. Therefore, this study aims to investigate the types of parental involvement of Chinese parents and their roles in helping their children learn English in Banda Aceh, Indonesia. The focus of this study is on six types of parental involvement (parenting, communicating, volunteering, supervising children's learning at home, decision making, and collaborating with the community) and five roles of parents (motivators, models, facilitators, sources of knowledge, and coordinators) in children's education as proposed by Epstein (2011). The participants of this study are ten Chinese parents, seven mothers and three fathers, who have enrolled their children for early English language learning in one of the private courses in Banda Aceh, Indonesia. This study used a qualitative approach and was conducted through interviews. The findings show that Chinese parents engage in four types of parental involvement: parenting, communication, monitoring children's learning at home, and decision making. They also fulfil five parental roles in their children's language learning: motivators, models, facilitators, knowledge sources and coordinators. As this study focuses on parental involvement in children's English learning at primary school level, it is suggested that further research should aim to examine parental involvement in children's English learning at different levels of education, such as middle school or senior high school.

Evaluating Long-Term Outcomes of Children Undergoing Surgical Treatment for Congenital Heart Disease for National Audit in England and Wales.

There is strong interest in the evaluation of longer-term outcome metrics for congenital heart diseases (CHDs); however, registries focus on postoperative metrics. Informed by user online discussion forums and scoping of national data, we selected sentinel CHDs and long-term outcome metrics suitable for routine monitoring. We then developed sentinel CHD phenotypes and algorithms for identifying treatment pathway procedures using clinical codes. Finally, we calculated the metrics within a retrospective national cohort analysis. The 9 selected sentinel CHDs had a higher-than-average prevalence, typically involved surgery in infancy, and were associated with an increased risk of late mortality. The selected metrics of survival and reinterventions at 1, 5, and 10 years were both important and feasible. The cohort included 29 319 (41.3% of all operated CHD births) English and Welsh children born with sentinel CHDs in 2000 to 2022. Example metrics at age 10 years included: survival-hypoplastic left heart syndrome: 57.6% (95% CI, 54.9%-60.4%), functionally univentricular heart: 86.7% (95% CI, 84.6%-88.9%), transposition of the great arteries: 93.1% (95% CI, 92.2%-93.9%), pulmonary atresia: 81.0% (95% CI, 79.1%-82.9%), atrioventricular septal defect: 88.5% (95% CI, 87.5%-89.5%), tetralogy of Fallot: 95.1% (95% CI, 94.4%-95.8%), aortic stenosis: 94.4% (95% CI, 93.3%-95.6%), coarctation: 96.7% (95% CI, 96.2%-97.3%), and ventricular septal defect: 96.9% 95% CI, (96.4%-97.3%); and (2) cumulative incidence of reintervention-hypoplastic left heart syndrome : 54.5% (95% CI, 51.5%-57.3%), functionally univentricular heart: 57.3% (95% CI, 53.9%-60.5%), transposition of the great arteries: 20.9% (95% CI, 19.5%-22.3%), pulmonary atresia: 66.8% (95% CI, 64.2%-69.1%), atrioventricular septal defect: 21.6% (20.3%-23.0%), tetralogy of Fallot: 26.6% (95% CI, 25.2%-28.0%), aortic stenosis: 31.2% (95% CI, 28.8%-33.6%), coarctation: 19.8% (95% CI, 18.6%-21.1%), and ventricular septal defect: 6.1% (95% CI, 5.5%-6.8%). It is feasible to report important long-term outcomes of survival and reintervention for sentinel CHDs using routinely collected procedure records, adding value to national audit.

COVID-19 vaccine effectiveness and uptake in a national cohort of English children and young people with life-limiting neurodisability

ObjectiveTo investigate SARS-CoV-2 vaccine uptake and effectiveness in children and young people (CYP) with life-limiting neurodisability.DesignWe undertook a retrospective cohort study using national hospital data in England from 21 December...

The interplay of home language use, oral language and early reading and writing skills in Singaporean bilingual children's English and Chinese languages

The interplay of home language use, oral language and early reading and writing skills in Singaporean bilingual children's English and Chinese languages

Teacher’s Use of English and Spanish Interactive Strategies during Wordless Shared Book Reading: Relations to Emergent Bilingual Children’s Responses

Little attention has been paid to describing the ways early childhood education (ECE) teachers implement interactive strategies and the use of Spanish and English, in real time, to support Spanish–English emergent bilingual children’s contributions to shared book reading interactions. Video recordings from 19 ECE classrooms during shared book reading were used to conduct sequential analysis to examine the different types of interactive strategies (e.g., questions, extensions) implemented by bilingual ECE teachers and emergent bilinguals’ responses to these strategies. This study found that teachers’ interactive strategies may reflect a degree of reciprocity, with teachers and children sensitively attuned to one another’s contributions in real time. Teachers’ questions in English and Spanish were related to emergent bilinguals’ responses across a wide range of language complexity. Similarly, teachers and emergent bilinguals tended to respond to one another in the language of the prior utterance, suggesting teachers and emergent bilinguals are attuned to the contributions of one another. By examining teacher–child dynamics, this study produced results that can address issues that may have direct, translatable implications for ECE practice and intervention efforts.

Examining Parents' Views on Parental Involvement in Preschool English Teaching

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children.

CHILDREN'S UNDERSTANDING OF ENGLISH VOCABULARY THROUGH VISUAL SEMIOTICS IN THE MUSIC VIDEO OPPOSITES WORD POWER BY PINKFONG YOUTUBE CHANNEL

The lack of English language skills and understanding in Indonesian primary school children is caused by many factors such as, limited teachers, unfamiliarity, unsupportive environment, and various other things. This is a challenge for individuals to learn English and teachers as teachers. In addition to the seriousness of children in learning English, the accuracy of the teacher in choosing the learning methods given to children must also be appropriate. In the current era of digitalization, learning methods through YouTube videos can have an impact on children's knowledge and understanding of English if implemented properly. In this case, learning English can be obtained by listening to videos that apply visual semiotics in it. The application of visual semiotics can be applied in teaching English to children from a video. The form of application can be like in the music video [Opposites Word Power | PINKFONG Songs for Children]. In this music video, explaining the opposite meanings of eight English vocabularies visualized in the form of icons and symbols. This research is descriptive research using a qualitative approach. The data collection conducted by the researchers used random sampling technique with ten public elementary school children aged 8, 9, and 10 years old as respondents. The data collection activities are carried out by asking questions related to knowledge and understanding of vocabulary in the music video to each children after the researchers show the YouTube music video [Opposites Word Power | PINKFONG Songs for Children]. The result of this study is to explain the extent of understanding of English vocabulary by children through visual semiotics displayed in the video. The results show that the icons and symbols displayed in the video mostly help the children understand the meaning of the English vocabulary displayed. This research also proves that visual semiotics is a sign whose meaning is universal so that it can be used as a learning method used by educators in teaching English in public elementary schools in Indonesia.

Overuse of familiar phrases by individuals with Williams syndrome masks differences in language processing.

We investigated whether individuals with Williams Syndrome (WS) produce language with a bias towards statistical properties of word combinations rather than grammatical rules, resulting in an overuse of holistically stored, familiar phrases. We analysed continuous speech samples from English children with WS (n = 12), typically developing (TD) controls matched on chronological age (n = 15) and TD controls matched on language age (n = 14). Alongside word count, utterance length, grammatical complexity, and morphosyntactic errors, we measured familiarity of expressions by computing collocation strength of each word combination. The WS group produced stronger collocations than both control groups. Moreover, the WS group produced fewer complex sentences, shorter utterances, and more frequent function words than chronological-age matched controls. Language in WS may appear more typical than it is because familiar, holistically processed expressions mask grammatical and other difficulties.

Pendampingan Bahasa Inggris Komunikasi Kepada Anak-Anak di Panti Asuhan Yayasan Dharma Jati II Denpasar, Bali

Community service activities at the Dharma Jati II Orphanage are communicative English language assistance that emphasizes speaking skills. The problem that arises in partners is that there is no English language training and development provided by the orphanage. The desire of the orphanage administrators in improving children's English skills, especially in speaking, is very large considering the importance of mastering English as an international language in this era of globalization. The purpose of this community service is to provide English language assistance to orphanage children so that they are able to improve their English skills, especially in speaking. The method used goes through three stages, namely the preparation stage, the implementation stage, and the evaluation stage. The results obtained from the assistance are a good method to use is role playing with occasionally slipping games that are fun for the orphanage children. In the future, this activity will be carried out more often to help orphanage children improve their English language skills, not only speaking skills, but also in 3 other English language skills, such as reading, writing, and listening.

Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: evidence from Polish-English bilinguals

ABSTRACT Bilingual children's total vocabulary in each of their languages is often smaller than that of monolinguals. In their seminal study, Bialystok et al. (2010. ‘Receptive vocabulary differences in monolingual and bilingual children.’ Bilingualism: Language and Cognition 13 (4): 525–531) divided children's vocabulary into ‘home’ and ‘school’ words and found no differences in bilinguals’ knowledge of ‘school’ words compared to monolinguals. In Study 1, we asked 292 parents and teachers to categorize words into ‘home’ or ‘school’ contexts, and in Study 2, we analyzed the vocabulary of 220 Polish-English bilingual and monolingual (English and Polish) children aged 4.5–7. The results show that bilinguals knew fewer ‘home’ and ‘school’ words than monolinguals in each language. However, bilinguals were likely to be exposed to these words either at home or at school, whereas monolinguals would hear them in both contexts. For a small subset of English words that bilinguals heard in both contexts, bilinguals showed similar performance to monolinguals. Our results provide evidence for exposure effects in vocabulary acquisition.

English podcasts for schoolchildren and their vocabulary demands

This exploratory study examines the vocabulary demands of English children's podcasts. A 359,153-word podcast corpus was created using the written transcripts of episodes from these popular children's podcasts: But Why, Circle Round, KidNuz, Smash Boom Best, and Wow in the World. The corpus was analyzed to determine the vocabulary size necessary to know 95 % and 98 % of the words in the English children's podcasts. The results showed that a vocabulary size of the most 4,000-word families plus knowledge of proper nouns (PN), marginal words (MW), transparent compounds (TC) and acronyms (AC) provided 95.69 % coverage of the children's podcast corpus and a vocabulary size of 7,000-word families plus PN, MW, TC and AC reached 98.10 % coverage, indicating that podcasts designed for children require a larger vocabulary size compared to general-audience podcasts designed for adults.

Assistance In English Mastery of LKP Aloha Edu (English For Children) Through Game-Based Learning

This community service aims to provide effective and enjoyable learning support to facilitate the acceptance of English language learners into courses and institutions. Today English is an international language that all groups must master. In the world of education, English is introduced from an early age using different methods. In fact, it is not possible to apply effective teaching methods suitable for the level and characteristics of students in all courses. Like LKP Aloha Edu, the teaching and learning process at many elementary levels is still very inefficient, especially in learning English. Inefficiency affects students' motivation and enthusiasm for learning. One reason is the lack of fun learning methods. Therefore, the choice of media must be considered before learning the activity. In this lesson, the community service team used a theoretical approach to English for young learners using a medium suitable for primary school students, namely games, to develop English vocabulary. This media focuses on listening, listening and speaking. The purpose of learning the English language is to increase students' enthusiasm for learning English and to improve their English language skills in a more effective and enjoyable way. The results of this community service are 1. Students' interest and ability to learn English increased. 2. Basic skills, especially in terms of English vocabulary, are more versatile.

Developmental changes in the word co-occurrences of Spanish–English bilingual children with and without developmental language disorder

Purpose The study aimed to understand how bilingual children with typical language development (TLD) and those with developmental language disorder (DLD) use frequent word co-occurrences in their narratives. Method We studied the change over time in the word co-occurrences used by 30 Spanish-English bilingual children with and without DLD (experimental group). An additional normative group consisted of 98 TLD Spanish-English bilingual first graders. Children narrated two Spanish and two English stories in kindergarten and first grade. Employing a Python program on the transcribed narratives, we extracted all adjacent two-word and three-word co-occurrences. From the normative group, the 90 most frequently occurring two-word and 90 most frequently occurring three-word co-occurrences were extracted. The type and tokens of word co-occurrences each child in the experimental group produced out of the 180 identified word co-occurrences were analysed. Result Overall, children at first grade produced more word co-occurrences types than in kindergarten. Children with DLD used fewer types of word co-occurrences but produced them as often as than their TLD peers. Children with DLD increased their word co-occurrences from kindergarten to first grade at the same rate although at a lower frequency. Children in both groups produced similar types and tokens of word co-occurrences in both Spanish and English, except tokens of two word co-occurrences. Children produced two word co-occurrences more often in English than in their Spanish narratives. Conclusion The results shed light on children with DLD’s deficits in production of word co-occurrences, indirectly reflecting possible deficits in statistical pattern detection.

PENGARUH MEDIA BIG BOOK TERHADAP PERKEMBANGAN KOSAKATA BAHASA INGGRIS SISWA KELAS I SD NEGERI 040443 KABANJAHE

The study aims to determine the development of English vocabulary of children aged 6-7 years through Big Book media on students in class I of SD Negeri 040443 Kabanjahe. This study uses an experimental research method because it will look for the effect of certain treatments. The type of research is the Quasi Experiment. The quasi-experimental research design used in this research is the Nonequivalent control group design. In this design there are two groups used, namely the experimental group and the control group. The population used in this research was all class I138students at SD Negeri 040443 Kabanjahe, totaling 40 children, with the sample being classes B1 and B2 determined by purposive sampling. Data collection techniques by conducting observations, questions, and answers (interviews), and taking physical evidence such as photographs (documents), and RPPH. Before being used, the instrument was tested for validity and reliability. Validity testing with the Corrected Item Total Correlation technique and reliability testing with Cronbach Alpha's technique. All calculations use the help of the SPSS program version 18.0 for windows. Furthermore, to meet the requirements of the hypothesis test, normality calculations were carried out with the Kolmogorov-Smirnov test and homogeneity calculations with the Lavene Statistic test on both samples (class B1 and class B2). Data analysis techniques were carried out with descriptive statistics and continued with inferential statistics using the t-test or t-test, with the formula paired sample t-test and a significance value of α = 0.05 (5%). Based on the results of the study, it was concluded that the use of Big Book media in the English learning process on vocabulary proved to have a significant effect on the development of children's English vocabulary in the experimental group in class B1. The level of vocabulary development of children who were given treatment was higher compared to the group of children who were not given treatment, in the experimental group and the control group there was a "quite significant" difference. Based on calculations carried out with the help of the SPSS version 18.0 for Windows program, it is known that the value of t in the SPSS output after the paired samples T-test analysis was -5.315. Where in the t value there is a minus sign (-) which is a sign that there is a difference between the two groups. Therefore, the presence of this minus sign indicates a signal that there is a difference between the two groups (experimental and control).

Metode Pembelajaran English Fun Dengan Short Movie Di SDN 004 Sepaku

The English Fun learning method is one of the methods for teaching English. English is one of the most widely used languages in the world across various fields. The lack of interest among children in learning English is very concerning. The implementation team aims to introduce an enjoyable and engaging English learning method, especially for elementary school children. The program conducted is called English Fun, utilizing short movies as its medium. This program aims to increase children's interest in learning English through the English Fun method. The activity was carried out on February 15, 2024, at SDN 004 Sepaku, Desa Bukit Raya. This activity was targeted at 36 third-grade students. The results of the community service activity conducted at SDN 004 Sepaku provided significant and necessary benefits to the students at the school, namely an increase in their interest in learning English.

The Plight of the Child in Charles Dicken’s Oliver Twist and John Nkemngong Nkengasong’s Achakasara

This paper examines the ordeal of the Victorian English and Postcolonial Cameroonian children through the lenses of Charles Dickens’ Oliver Twist and John Nkemngong Nkengasong’s Achakasara. Child abuse cuts across universality, timelessness, racial and gender constructs. The child in these two societal backgrounds undergoes untold suffering perpetrated by adults and their fellow children. They are exploited for commercial purposes, at the expense of their education and wellbeing. They experience physical assault through undeserved beating under the guise of domestic correction with pending eventualities being psychological trauma. A continuity of intentional abuse consciously impacts the child to view his place of birth and development as a problem. That child sees the streets as a better option. Very high probability abounds that these streets are not suitable for the developmental processes of the child but at that point, his/her actions are shaped by convictions. Dickens and Nkengasong take interest what happens to a child, in their respective societies. They pen with certainty that conventional Victorian England and contemporary Postcolonial Cameroonian societies are fraught with different shades of injustices, jeopardising the future of the younger generations. This paper is vehiculated by the Psychoanalytic theory, with focus on Anna Freud’s dimension of Psychoanalysis. Anna Freud is a child psychoanalyst concerned with the upbringing of children. The purpose of this paper is to portray the various abuses experienced by the child as demonstrated in Dickens’ Oliver Twist and Nkengasong’s Achakasara.

Exploring Sindhi Parents’ Preference of Communicating with Children in English at Home: A Case Study of Sindhi Families Based in Karachi South

This study aims to focus on a class of Sindhi’s parents’ population that communicate with their children in English language at home. The participants for the study were 10 Sindhi’s parents comprising both male and female who have children aged from 1 to 8 years based in Clifton, Zamzama, and DHA, Karachi. The study employed a descriptive qualitative approach. The data was collected through open-ended interviews and the personal observation of the researchers. The result shows English as a preferred language according to the parents’ belief that it will help their children not only get admission in the prestigious schools but ultimately will receive higher education in Pakistan and abroad and eventually get highly paid jobs and settlement anywhere in the world. This study is based on Pierre Bourdieu’s (1977) theory of habitus focusing on its field (capital) and doxa, their internal belief that is related to parents’ expectations that early acquisition of English language helps their kids to achieve both cultural and symbolic capital which provide positive results in achieving the Institutionalized, embodied, and objectified habitus.

Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China

AbstractThe increasing trend of early English education has promoted the rapid growth of English private tutoring (EPT) for children, which garners attention in research as a global educational phenomenon. In China, EPT for children experienced a fervent expansion under neoliberalism. However, a recent policy (Double‐Reduction Policy) has banned EPT for preschoolers (age 3–6), creating a unique context where state‐led neoliberalism prevails. This study employs narrative inquiry to investigate the changes in beliefs about young children's English learning among three Chinese parents who enrolled their children in EPT. Data were gleaned through interviews, observations, informal conversations, and collection of parent‐recorded videos and artifacts over a year of fieldwork. The findings reveal that parents hold contradictory beliefs at different times, and the belief changes were interacted inextricably with the tensions experienced by these parents, including pressure from EPT and challenges from the policy. EPT was initially perceived as relief but eventually became burdensome. This study sheds light on the dynamic and intricate nature of parental beliefs, as well as the tensions arising from the interplay between neoliberalism and policy shifts in China. The findings have implications for parents, TESOL practitioners, and policymakers who involved in English education decisions for young children.