Language In Preschool Children Research Articles

Из истории филологического образования дошкольников: на материале знаменитой книги «От двух до пяти»

It is devoted to the anniversary of bestseller of the 20th century – book by K.I. Chukovsky “From Two to Five” which had several dozen editions. This is a long-term writer’s study of the features of children’s thinking and speech, literary essays, revealing the possibilities of children’s creativity, advice of an experienced writer to those who compose works for children. Material on children’s speech for the book K.I. Chukovsky collected from scientists and writers, from teachers and doctors, from specialists and ordinary citizens of the country from different geographical places and from different social groups. The writer concluded about the linguistic genius of babies. The methods used by preschoolers in the development of their native languages are imitation, the search for patterns, the establishment of causes and effects, the classification of speech units, the analysis of someone else’s speech, comparison, generalization and others. We present many examples of children’s speech from the book by K.I. Chukovsky, give the scientific and methodological justification of children’s word creation, folk etymology, criticism of the language of pre-school children. The advantages of six chapters of the philological research are noted. We cite the scientists’ statements about the children philological possibilities, show the task of educators for the speech development of pre-school children.

Razvijenost i razumevanje metafore kod dece predškolskog uzrasta

Apart from being conditioned by cognitive development, the development, understanding and use of the metaphor influence not only linguistic development in terms of enriching and structuring vocabulary and semantics, but also the general verbal ability of every individual. The aim of our research was to examine the development and understanding of the ability for drawing comparisons and language metaphors in children of preschool age. We also tried to determine whether there were differences in this respect regarding the gender of the students. The research sample consisted of 81 children of age 6-7 from different preschool institutions in Belgrade. The development and understanding of metaphors were tested by applying the subtests 'Comparison and Metaphorical Transfer of the Lexical-Semantical Test' written by Z. Kašić. The obtained results indicate that pre­school children possess a developed ability for drawing comparisons. The results are also indicative of the fact that the metaphor exists in the language of preschool children, but it is not fully developed nor understood. The research also established that there were no differences relative to the gender in the level of adoption of comparisons and metaphors. Given the children's age and the fact that the un­derstanding of different events, actions and activities is directly linked to understanding metaphorical structures, the lower achievement of the preschool children can be attributed to a gradual develop­ment of the metaphorisation ability. Such findings were expected.

El lenguaje: eso que nos hace humanos

Pediatrician carry out the surveillance of language in preschool children as one of the components of child development (language, fine and gross motor skills, etc.). However, language is more than that. The process of transformation of the magic meaning on the word present in the initial stages of human evolution (Myth period) into a new, symbolic meaning as representative of the object (Logos period) took around 40,000 years. With the mastering of language, man was capable of thinking; from then onwards, these two functions, thought and language, became inextricably linked, the evolved hand in hand. But this achievement had a high price : the alienation of man from nature. Hence, language became a social construction which, far from representing the objects of nature, was capable of assigning attributes and meaning to the objects themselves. Language can be used as a commercial strategy (making the words value and cost indistinguishable). According to Lacan, language is also a part of the subject, we are constructed by language. By promoting language in children we contribute to the promotion of the child as a person, as an individual and as a social being.

Languaje: what makes us humans.

Pediatrician carry out the surveillance of language in preschool children as one of the components of child development (language, fine and gross motor skills, etc.). However, language is more than that. The process of transformation of the magic meaning on the word present in the initial stages of human evolution (Myth period) into a new, symbolic meaning as representative of the object (Logos period) took around 40,000 years. With the mastering of language, man was capable of thinking; from then onwards, these two functions, thought and language, became inextricably linked, the evolved hand in hand. But this achievement had a high price : the alienation of man from nature. Hence, language became a social construction which, far from representing the objects of nature, was capable of assigning attributes and meaning to the objects themselves. Language can be used as a commercial strategy (making the words value and cost indistinguishable). According to Lacan, language is also a part of the subject, we are constructed by language. By promoting language in children we contribute to the promotion of the child as a person, as an individual and as a social being.

Early Bilingualism Through the Looking Glass: Latino Preschool Children's Language and Self-Regulation Skills

ABSTRACTDuring the early years, children's language skills are developing rapidly. For bilingual children, the development of both languages is highly sensitive to environmental input. Thus, capturing bilingualism in the early years poses a great challenge for researchers, especially those interested in examining how bilingualism might relate to other developmental areas, such as self-regulation. Traditionally, child development researchers have operationalized bilingualism as a categorical variable, most often relying on the use of self-reported data. In the present study, we compared various ways of capturing childhood bilingualism and demonstrated how these different measures privileged divergent aspects of children's bilingual experience, as well as how they were differentially related to children's self-regulation skills.

PARTICULARITIES OF THE DEVELOPMENT OF THINKING AND LANGUAGE IN PRE-SCHOOLERS

The article highlights particularities related to the development of thinking and language in preschool children and the importance of these two aspects in the formation of the child's personality and in the formation of the necessary skills for schooling. In order to get the arguments and formulations of hypotheses, we used the Goodenough Test and the Screening of Cognitive Skills, the form for educators, SCC 4-5 years, Screening of School Pre-requisites, form for educators, SPS 4-5 years. These samples were applied to a sample of 22 subjects, girls and boys aged 4 to 5 years.

Efecto de una estimulación musical en el desarrollo fonológico del lenguaje en niños del nivel preescolar

Efecto de una estimulación musical en el desarrollo fonológico del lenguaje en niños del nivel preescolar

유아의 언어능력 및 정서조절능력과 어머니의 양육행동이 유아의 또래유능성과 또래공격행동에 미치는 영향

유아의 언어능력 및 정서조절능력과 어머니의 양육행동이 유아의 또래유능성과 또래공격행동에 미치는 영향

Phonological Awareness and Working Memory in Arabic-Speaking Egyptian Preschool Children at Risk for Dyslexia

This purpose of this study was to examine the relationship between phonological awareness, verbal workingmemory, and risk for dyslexia in Arabic language in preschool children. The participants of this study werepreschool children between the ages of five and six, who represented two groups: (20) children at risk fordyslexia and (20) children normal without any risk for dyslexia. These children were randomly selected from alarger sample of 425 preschool children in Egypt. Phonological awareness and verbal working memory taskswere used to compare children's abilities. The findings indicate that there is a strong relationship betweenphonological awareness and working memory. In addition, phonological awareness and working memory mayhave an effect on children’s phonological sensitivity and reading skills.

The effects of English exposure on the semantic processing of native language in preschool children

The effects of English exposure on the semantic processing of native language in preschool children

Effects of non-native language exposure on the semantic processing of native language in preschool children

We investigated the effects of non-native language (English) exposure on event-related potentials (ERPs) in first- and second-year (four- and five-year-old) preschool Japanese native speakers while they listened to semantically congruent and incongruent Japanese sentences. The children were divided into a non-native language exposed group (exposed group) and a group without such experiences (control group) on the basis of their exposure to non-native language. We compared the ERPs recorded from the two groups in each of the two preschool years. N400 was observed both in the first- and second-year preschoolers. Differences owing to exposure to non-native language appeared in the second-year preschoolers but not in the first-year preschoolers. In the second-year preschoolers, the N400 onset in the exposed group was shorter than that in the control group, but there was no difference in the N400 offset between the exposed and control groups. Furthermore, the scalp distribution of the N400 in the exposed group was broader than that in the control group. These results indicate that the time course and scalp distribution of semantic processing for native language sentences in young children fluctuated depending on exposure to non-native language.

Building Preschool Children's Language and Literacy One Storybook at a Time

Preschool is a complex place, and some preschool educators come to their classrooms without formal training in language and literacy pedagogy. As a result, they need practical guidance and support to ensure that they are facilitating literacy success. An area ripe for targeted language and literacy instruction is shared storybook reading. We have developed a professional development tool, called an Innovation Configuration (IC), specifically for shared storybook reading to help preschool educators make the most out of this experience. The IC allows teachers to identify essential literacy and language components appropriate for a specific book, plan how to target these areas before, during, and after their shared reading, and then reflect on their practice. Preschool educators may then be more equipped to build children's literacy and language development—one storybook at a time.تلخيص البحث: إن الروضة مكان معقد حيث يأتي بعض المعلمين إلى صفوفهم بدون تدريب رسمي في اللغة أو في علم أصول التربية والتهذيب. ويرتب هذا الواقع على حاجتهم إلى توجيهات عملية وظيفية ودعم لتأكيد أنهم يسهلون نجاح تعلم القراءة والكتابة. ويوجد هنالك مجال مكتمل النمو في التعليم الذي يهدف إلى اللغة ومعرفة القراءة والكتابة إنما هو القراءة القصصية المشتركة. ولقد طورنا أداة تنمية حرفية تشكيل إبداعي خاصة للقراءة القصصية المشتركة من أجل مساعدة معلمي الروضة في أن يستفيدوا من هذه التجربة استفادة تامة. وقد تسمح هذه الأداة للمعلمين بأن يحددوا مكونات اللغة ومعرفة القراءة والكتابة الجوهرية تلائم كتاباً معيناً وتخطيط الطريقة التي يهدفون فيها هذه المجالات قبل قراءتهم التعاونية وخلالها وبعدها وثمة يتأملون ممارستهم. وبهذه الطريقة قد يكون معلمو الروضة مجهزين أكثر لبناء معرفة القراءة والكتابة لدى الأطفال وتطورهم اللغوي—كتاباً قصصياً كتاباً قصصياً.幼儿园是一个复杂的地方，有些学前教育工作者，在未受过语言和读写教育正式训练的情况下便要走进教室里工作。因此，在教育实践上他们需要指导與支援，以确保他们能促进成功的读写学习。分享故事阅读法，在目标语言和读写教学上，是一个成熟的领域。我们已特别为分享故事阅读教学，发展了一套称为「创新配置」的专业培训工具，以帮助学前教育工作者充分利用这种教学经验。「创新配置」这套专业培训工具，能让教师恰當地為某一特定的故事書，确定其重要的读写和语言部分作為教学目标，计划在分享故事阅读之前、之中与之后如何达到这些教学目标，然后反思他们的教学实践。通過每次只針對一本故事书的分享阅读教学法这样的专业培训，学前教育工作者便能得到較充份的教学支援，為学童培育他們的读写能力和语言发展。L'école maternelle est un lieu compliqué, alors que beaucoup d'enseignants arrivent en classe sans avoir reçu une formation professionnelle pour enseigner la langue et la littératie. Il en résulte qu'ils ont besoin d'un accompagnement et d'un soutien afin de les aider à faire réussir leurs élèves en littératie. La lecture partagée de livres d'histoire est un domaine qui se prête bien à un enseignement ciblé de la langue et de la littératie. Nous avons développé un outil de développement professionnel, appelé Configuration d'Innovation (IC), destiné spécifiquement à la lecture partagée de livres d'histoire pour aider les enseignants de maternelle à tirer le meilleur parti de cette expérience. IC permet aux enseignants d'identifier les composantes essentielles de la littératie et de la langue convenant à un livre particulier, de planifier de quelle façon atteindre ces cibles avant, pendant et après la lecture partagée, puis de réfléchir sur leur pratique. Les enseignants de maternelle peuvent alors être mieux équipés pour construire le développement de la littératie et de la langue des enfants—un livre d'histoire à la fois.В дошкольном учреждении работать непросто, и порой педагоги приходят к детям, не имея за плечами формального образования в области грамотности и родного языка. Им необходимы практическое руководство и поддержка, чтобы их подопечным был гарантирован успех. Чтение рассказов вслух – как раз тот вид учебной деятельности, на котором методы становления грамотности применяются целевым образом. Чтобы оптимизировать этот процесс, авторы статьи разработали стратегию профессионального развития учителей под названием конфигурация инноваций (IC). Эта стратегия позволяет преподавателям определять наиболее существенные для каждой книги аспекты грамотности и языковые компоненты, планировать, как с ними работать до, во время и после совместного чтения, и как впоследствии сделать их привычными и обиходными для дошкольников. Так, от книги к книге, педагоги учатся развивать грамотность и языковые навыки детей.El jardín de infancia es un lugar complicado, y algunos educadores de esta etapa educativa llegan al salón de clase sin ninguna formación en la pedagogía del lenguaje y la alfabetización. Por eso necesitan orientación práctica y apoyo para asegurar que ellos estén facilitando la alfabetización. La lectura compartida de libros de cuentos es un área muy buena para la instrucción del lenguaje y la alfabetización. Hemos desarrollado un instrumento de desarrollo profesional llamado Configuración Innovadora (IC por sus siglas en inglés) para ser usado precisamente durante el tiempo de la lectura compartida para ayudar a los educadores preescolares a lograr lo más posible. El IC les permite a los maestros (1) identificar los componentes esenciales de lenguaje y alfabetización apropiados para cada libro, (2) planear cómo enfatizar estas áreas antes, durante y después de la lectura compartida, y (3) reflexionar al final sobre lo que hicieron. Así, los educadores de jardines de infancia podrían estar mejor equipados para facilitar el desarrollo del lenguaje y la alfabetización—un libro a la vez.

Do infants influence their quality of care? Infants’ communicative gestures predict caregivers’ responsiveness

Infants’ effects on adults are a little studied but important aspect of development. What do infants do that increases caregiver responsiveness in childcare environments? Infants’ communicative behaviors (i.e. smiling, crying) affect mothers’ responsiveness; and preschool children's language abilities affect teachers’ responses in the classroom setting. However, the effects of infants’ intentional communications on either parents’ or non-parental caregivers’ responsiveness have not been examined. Using longitudinal video data from an infant classroom where infant signing was used along with conventional gestures (i.e. pointing), this study examines whether infants’ use of gestures and signs elicited greater responsiveness from caregivers during daily interactions. Controlling child age and individual child effects, infants’ gestures and signs used specifically to respond to caregivers elicited more responsiveness from caregivers during routine interactions. Understanding the effects of infants’ behaviors on caregivers is critical for helping caregivers understand and improve their own behavior towards children in their care.

Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity

AbstractResearch during the past 15 years has repeatedly demonstrated the beneficial effects of dialogic reading (DR), a form of shared storybook reading, on the development of language in preschool children. Although much is known about the effects of DR on children, little attention has been paid to the role that adult caregivers play in the DR experience. Specifically, we do not yet have an understanding of the frequency and consistency with which caregivers use DR strategies in daily practice, prior to and following training. In the current study, the integrity with which six caregivers used DR strategies with their preschool‐aged children subsequent to viewing a commercially available training videotape was investigated. Results indicate that caregivers can learn to use several DR strategies through videotaped training; however, supplemental training may be necessary to teach caregivers certain strategies if they are to use them with integrity. © 2008 Wiley Periodicals, Inc.

The Language Patterns of Preschool Children in the Computer Environment

This article describes the language patterns of eight preschool students in a computer environment. Videotaped interactions at the computer center were analyzed to examine the nature of the verbal interaction that took place among peers. Using Halliday's functional framework, the authors found that regulatory was the most popular language pattern, followed by heuristic and representational. The results of this study reveal the scope and variety of preschool children's language in the computer environment and may help early childhood educators understand how preschool children use language to interact with each other.

Maternal self‐efficacy and maternal perception of child language competence in pre‐school children with a communication disability

The aim of this study was to describe maternal self-efficacy beliefs within the parenting domain and maternal ratings of pre-school children's language abilities, where the child has a communication disability. The association between these two constructs was also investigated. Twenty-five mothers completed a questionnaire consisting of two subsections: parental self-efficacy and maternal rating of child language ability. Convenience sampling was used, and mothers with children attending four special-education schools in the Pretoria area consented to participate in the study. The results revealed that mothers generally had high self-efficacy beliefs within certain parenting roles, in spite of the fact that their child has a communication disability. The lowest competence was reported in discipline and teaching roles. In addition, mothers' reports of patterns of child ability correlated with what has been written in the literature. Correlation statistics generally revealed weak association between the constructs, with the strongest association between the parental domain of discipline and maternal reports of their child's receptive language abilities. Possible reasons for the weak correlation values are proposed. These include factors that may alter the way parents of children with disabilities construct and maintain self-efficacy beliefs; as well as the fact that the two sections of the questionnaire measure maternal appraisals at two very different levels (objective observations and evaluative self-regulatory processes).

The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills

This study examined how 4 specific measures of home literacy practices (i.e., shared book reading frequency, maternal book reading strategies, child's enjoyment of reading, and maternal sensitivity) and a global measure of the quality and responsiveness of the home environment during the preschool years predicted children's language and emergent literacy skills between the ages of 3 and 5 years. Study participants were 72 African American children and their mothers or primary guardians primarily from low-income families whose home literacy environment and development have been followed since infancy. Annually, between 18 months and 5 years of age, the children's mothers were interviewed about the frequency they read to their child and how much their child enjoyed being read to, and the overall quality and responsiveness of the home environment were observed. Mothers also were observed reading to their child once a year at 2, 3, and 4 years of age, and maternal sensitivity and types of maternal book reading strategies were coded. Children's receptive and expressive language and vocabulary were assessed annually between 3 years of age and kindergarten entry, and emergent literacy skills were assessed at 4 years and kindergarten entry. The specific home literacy practices showed moderate to large correlations with each other, and only a few significant associations with the language and literacy outcomes, after controlling for maternal education, maternal reading skills, and the child's gender. The global measure of overall responsiveness and support of the home environment was the strongest predictor of children's language and early literacy skills and contributed over and above the specific literacy practice measures in predicting children's early language and literacy development.

Sign Language Research Contributes to a Better Understanding of Language Acquisition, A Review of Directions in Sign Language Acquisition

Sign Language Contributes to a Better Understanding of Language Acquisition, A Review of Directions in Sign Language Acquisition Directions in Sign Language Acquisition, edited by Gary Morgan and Bencie Woll (Philadelphia: John Benjamins, 2002. 339 pp. Hardcover $60.00. ISBN 9-027234-72-8 [Europe], 1-58811-235-7 [United States]) Directions in Sign Language Acquisition is a collection of current research studies that emphasizes the ways in which knowledge about sign language acquisition can contribute to a better understanding of language and the way in which children acquire it. Inspired by presentations and workshops at the 1999 Congress of the International Association for the Study of Child Language, the book is published as part of this organization's Trends in Language Acquisition Research series. The introduction, by editors Morgan and WoIl, provides an excellent framework for the studies included in the book. The background information and terminology they discuss are also very helpful for readers who are not familiar with sign languages. Morgan and WoIl emphasize that these studies support diversity in theoretical and methodological approaches, in languages studied, and in the geographical and academic backgrounds of the contributors. This diversity generally contributes to broadening the scope of the text, but it also restricts connections between some of the chapters. Although the editors claim that the emphasis of the reported studies is both theoretical and practical, the primary focus is on theory, and readers must extract the applications. The first chapter, by Marschark, is a review of research on early language development. It is very thorough and provides an excellent conceptual framework for the book but does not introduce any new research. Marschark clearly introduces the role of gesture as a theme that later chapters also address. Another key point he makes is that researchers need to view language as more than a linguistic system and consider it as a social-communicative system. Analysis must go beyond the grammatical structures and features of a language and include the context and interactions in which they occur. In the second chapter Kamopp provides a description of phonological development in Brazilian Sign Language. Unfortunately, the theoretical background is not written in enough detail for nonphonologists or non-sign-language researchers to follow. he concludes that location and movement features are acquired earlier and more accurately in children's production of signs, whereas the process of acquiring handshapes is slower and involves more errors. These findings are similar to what Marentette (199$) discovered in studying phonological acquisition in American Sign Language. In the third chapter Hoiting and Slobin introduce the use of the Berkeley Transcription System (BTS) as a tool for sign language research. They imply that using the same standards as the rest of the language acquisition ReId adds credibility to research in sign language acquisition. This also acknowledges transcription as a necessary tool. Hoiting and Slobin state that a transcription system should be designed to answer the questions we have. For example, it is not necessary to focus on detailed phonology when this is not the major interest of the research. Since the point of this chapter is to describe the new tool, they only briefly mention studies in which the BTS was used. In chapter four Pizzuto discusses research regarding the development of Italian Sign Language in preschool children. She presents a broad spectrum of findings and information, but because of disorganization in her writing some ofhcr points are difficult to follow. Her primary emphasis is on the variability that occurs in children's use of grammatical structures. She accounts for this unevenness in several ways. First, inflectional morphology in signed languages is highly variable because it is often optional, which makes acquisition slow and irregular. …

Pertinence du repérage par les parents des retards de langage chez l’enfant entre quatre et six ans

This study investigates the relevance of the information provided by parents when screening for language delays in pre-school children. Method. – Parents of 670 pupils of medium section of nursery school (4–5 years) and of 799 pupils of the high section of nursery school (5–6 years) answered questions about their child’s language and behaviour. Some of these same children passed currently available ERTL4 and BREV tasks (in medium section) and BSEDS tasks (in high section). Items concerning language delay were selected from the parents’ questionnaire by the principal component analysis method, and correlation between parental answers to these items and the task results were examined. Results. – Parents’ opinion was strongly and specifically correlated with tasks assessing the correct/incorrect aspects of speech and expressive language and less strongly with tasks assessing vocabulary or comprehension. Conclusion. – Parents’ opinion is useful when screening for delays of speech and expressive language in pre-school children.

Assessing Language Skills in Preschool Children

This review outlines some of the difficulties involved in assessing preschool children's language development. Language is a sensitive indicator of a range of developmental difficulties yet the accurate identification of children who are experiencing delays or disorders is problematic. A range of different approaches are used to identify and assess language problems including norm-referenced assessments, questionnaires and language samples. Each of these is critically evaluated. In particular the reliability and validity of the measures and their ability to discriminate atypical patterns of development is considered. It is concluded that there are no simple assessment tools that identify and assess language development. Moreover, the use of single measures is considered inadequate for determining whether a child at any age has typical or delayed language. Ways to circumvent the limitations of the assessment tools are considered.