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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." University of Sydney, 2006. http://hdl.handle.net/2123/1758.
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Master of Philosophy in EducationLiteracy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Markowiak, Anthea N. "Narrative comprehension in kindergarten an analysis of talk about narratives by children differing in early literacy development /." Connect to full text, 2005. http://hdl.handle.net/2123/1758.
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Thesis (M. Phil. Ed.)--Faculty of Education and Social Work, University of Sydney, 2006.Title from title screen (viewed 5th June, 2007). Submitted in fulfilment of the requirements for the degree of Master of Philosophy in Education to the Faculty of Education and Social Work. Degree awarded 2006; thesis submitted 2005. Bibliography: leaves 256-263. Also issued in print.
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Kim, MinJeong. "Early literacy learning of young children with hearing loss written narrative development /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199258403.
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McFarland, Lisa L. "A study of the narrative skills in kindergarten children with normal, impaired, and late developing language development." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4417.
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Children's narrative language plays a critical role in guiding the transition between oral language and literacy (Roth & Spekman, 1989; Westby, 1989). Narrative comprehension and production by normally achieving and language delayed school-aged children have been studied. Many of these studies have involved story retellings. Few have studied how spontaneously produced narratives are organized especially by young children.
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Lindsay, Denise. "Yoghurts for fruit-time : a narrative study of language learning in the kindergarten." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/749.
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This study focuses on how a group of seven Kindergarten teachers perceive their practices to support the language learning of young children. From a socio-cultural perspective, developing language competency at Kindergarten is a priority because of its pivotal role across all learning areas and the opportunity it creates for all children to add to their linguistic capital in an informal setting prior to formal schooling. This study is based on a collaborative, participatory model built on a mutually beneficial relationship between researcher and participants. It uses a narrative methodology to foreground the teacher's voice. Teacher participants in the study contribute their own stories and their reflective interpretations on language events in their Kindergartens. Data from these 'teacher stories' and 'narratives of experience' based on semi-stru.:tured interviews provide a base for analysis and interpretation. Partnerships and finding balance through diversity emerge as themes linking the perceptions of this group of teachers. Findings indicate that social partnerships between teacher and children are foundational to language learning at the Kindergarten and that in constructing effective curricula for language learning teachers find a balance between teacher and child-initiated language events, large and small group/individual contexts for learning, acceptance of diversity and intervention practices and finally, balance opportunistic teaching with systematic planning. Significantly, this study provides a space for teachers' voices to be heard lhrough the telling of their own stories. The final outcome is a map of the landscape showing what language learning looks like in seven Kindergartens in regional Western Australia at a time when teachers are adjusting to change and reflecting on their role supporting children learning language on entry to the school system.
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Ho, Kit-chun. "Development of pitch discrimination in preschool children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035723.
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Shenker, Shoshana. "Hebrew linguistic development amongst immigrant Caucasian kindergarten children using ethnic folktales." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440253.
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Chan, Lydia L. S. "The development of L2 emergent literacy in Hong Kong kindergarten children." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:98c42993-96ec-469e-bbcd-daf9d3bd2fc1.
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This thesis explores the development of emergent literacy in Hong Kong Kindergarten children who are learning English as a Second Language (L2). Two interrelated empirical studies have been conducted, and both aim to examine the contribution of code-related and oral language skills to predicting early L2 reading ability, controlling for home influences. The majority of research on emergent literacy has been conducted on First-Language (L1) English-speaking children, and it is possible that these established concepts and models could also be relevant to L2 children. The first is a 2-year longitudinal study examining the continuity of L2 emergent literacy development in Hong Kong children from Kindergarten to early Primary school. The convenience sample of 51 children were initially assessed in their final or penultimate year of Kindergarten (mean age: 4;6 SD = 6.16) on 3 emergent literacy measures (receptive vocabulary, phonological awareness, letter identification) and a non-verbal cognitive measure. They later progressed onto the Primary section of the same school, and were assessed again as first or second-graders (mean age: 6;4 SD = 6.21) on a more comprehensive battery of measures. An extensive parental questionnaire on family demographics and the home literacy environment was also administered. In addition to assessing a wide range of L2 emergent literacy skills and English word reading ability, a Chinese syllable deletion task was also included, to explore the potential effects of cross-linguistic phonological transfer between the children’s L1 (Cantonese) and L2 (English). The second study sought to improve upon the first by selecting a larger, more representative sample of children from 3 bilingual Kindergartens in the Kowloon City School District. It examines the concurrent relationships between emergent literacy skills and L2 word reading ability in 137 children. They were all in their final year of Kindergarten (mean age: 5;2 SD = 5.61), and were assessed once on largely the same battery of measures as Study 1 (Time 2). Again, a non-verbal cognitive measure was administered, as well as the parental questionnaire on home support for language development. The main data analysis was carried out via multivariate statistical techniques such as multiple regression. Further analysis was conducted using structural equation modelling in Study 2, but in a cautious and exploratory manner. The overall findings suggest that like the L1 emergent literacy model, early L2 word reading ability is predominantly influenced by children’s code-related skills, especially print knowledge and phonological sensitivity. Also, the relationship between oral language and word reading seems to be mediated by code-related skills. Thus, while oral language abilities do not appear to make substantial direct contributions to early L2 reading, they do play an essential albeit indirect role. Furthermore, L2 children’s home influences seem to make their strongest impact before formal schooling begins, again in the form of indirect effects on pre-school oral language skills. In short, the development of emergent literacy and early word reading skills is similar in many ways for both L1 and L2 children, and implications for practice are considered.
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Romero-Cachinero, Maria del Carmen. "Bilingual narrative development among school-age Hispanic-Canadian children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ49901.pdf.
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Csizmadia, Annamaria. "Biracial children's psychosocial development from kindergarten to fifth grade links to individual and contextual characteristics /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6053.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2009) Vita. Includes bibliographical references.
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MacPherson, Kristen. "Development of narrative competence in young children attending day nursery." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402985.
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Yelverton, Rita. "Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4394.
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The transition into Kindergarten is a critical time for children's development--children's patterns of academic development and engagement with school often start in Kindergarten and persist throughout their academic careers. This is a developmental period that is marked by many changes in children's lives, and therefore it is not a surprise that many children struggle during this transition. These struggles are more common for children who are living in poverty, and although there have been national initiatives to address opportunity gaps in access to early education, investigations into the effectiveness of these programs in promoting children's Kindergarten development have shown mixed results. It is therefore essential to identify the types of early education experiences that are effective in supporting children in having a smooth Kindergarten transition.
This dissertation presents and evaluates six theoretical frameworks that can be used to understand the Kindergarten transition. The school readiness approach to the Kindergarten transition focuses on the ways in which children's Kindergarten-entry skills can lead to their own development during Kindergarten. The Pre-K launch model examines the role of high-quality Pre-K in boosting children's school readiness, and subsequently their development during Kindergarten. The classroom quality perspective describes the supportive qualities of Kindergarten classrooms that may aid in children's development across this transition. The continuity perspective shows that support for continuous high-quality instruction between Pre-K and Kindergarten systems may promote children's growth. The buffer/compensation model proposes that children with higher-quality Pre-K experiences are more resilient to the effects of lower-quality Kindergarten. Finally, the consistency model suggests that alignment of quality between Pre-K and Kindergarten may be beneficial for children regardless of whether that alignment represents high quality instructional practices.
Each of these perspectives provides valuable insight into the Kindergarten transition; however, these theoretical perspectives have not been studied simultaneously to determine the extent to which all may play a role in children's development during the Kindergarten transition, particularly the development of children who are living in poverty. The current study used data from the National Center for Early Development and Learning's Multi-State Pre-kindergarten Study (NCEDL) to chart children's experiences in their Pre-K and Kindergarten classes to determine whether there are qualities of children's experiences before and throughout the Kindergarten transition that support their development during Kindergarten, and evaluated the extent to which these patterns support these major theoretical perspectives.
The study found that children's Kindergarten-entry skills were the best predictors of their end-of-Kindergarten outcomes, showing support for the school readiness perspective. In the domain of instructional support, children's concurrent classroom experiences predicted their academic outcomes during a given year, showing support for the classroom quality framework. In the domain of emotional support, statistical effects of Kindergarten emotional support on children's outcomes were seen only under conditions in which Pre-K emotional support had also been high, showing conditional support for the continuity model. Consistency of children's emotional support, when controlling for quality, was negatively related to their social and emotional development, indicating that consistent emotional support alone is not beneficial without taking into account the quality of that emotional support. Associations between Pre-K quality and children's Kindergarten development were not translated through boosts in school readiness, indicating that while Pre-K experiences do matter for children's development during the Kindergarten transition, that relationship is not best described through a launch model. And finally, any benefits of higher quality emotional and instructional interactions during both Pre-K and Kindergarten were largely concentrated in the group of children who were not living in poverty, while higher Pre-K quality was at times related to lower Kindergarten outcomes for children who were living in poverty. Implications for future research and policy are discussed.
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Cox, Lashia. "Effectiveness of Early Childhood Programs on the Literacy Achievement of Kindergarten Children." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2400.
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Early childhood development programs enhance children's development of knowledge, skills, and processes. Despite efforts to improve early childhood education in the United States, poor student performance in early literacy and kindergarten achievement is still occurring, and questions remain unanswered about the utility of early childhood education programs. Drawing from the theory of constructivism, the purpose of this quantitative, quasi-experimental, retrospective study was to determine the effectiveness of early childhood programs on the literacy achievement of kindergarten children. The research question addressed the differences in literacy achievement of kindergarten children based on the early childhood programs they attended. Using repeated measures analysis of variance tests for 501 student test scores, no significant interaction effects existed between program participation and gains across time for prewriting (F [2, 998] = 0.87, p = .42), cognitive (F [2, 998] = 0.84, p = .43), or language (F [2, 998] = 1.26, p = .28). However, using the Pearson correlation coefficient, younger participants had significantly more gain from pretest to posttest for prewriting (r [499] = .14, p = .002) and cognitive (r [499] = .21, p = .001) but less gain for language (r [499] = .10, p = .03). Knowing that literacy achievement can be improved in an early childhood setting contributes to the knowledge base on the effects of early learning. Educators could benefit from these findings when implementing early childhood policies and adopting effective practices to help develop successful readers in kindergarten and beyond.
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Ho, Kit-chun, and 何結珍. "Development of pitch discrimination in preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955915.
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Mäkinen, L. (Leena). "Narrative language in typically developing children, children with specific language impairment and children with autism spectrum disorder." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526206981.
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Abstract This study examined Finnish children’s narrative skills using a picture-based story generation task. 4- to 8-year-old children with typical development (n = 172), 5- to 7-year-old children with specific language impairment (SLI) (n = 19) and 5- to 10-year-old children with autism spectrum disorder (ASD) (n = 16) participated in the study. Linguistic (productivity, syntactic complexity, grammatical accuracy) and pragmatic (referential accuracy, event content, mental state expressions, discourse features, and story comprehension) measures were used so as to gain a comprehensive picture of narrative skills. The choice of measures was based on the narrative abilities of the participants, and not all measures were used with all participants. In typically developing children, a subtle development trend was seen in all the measures used, but significant differences between consecutive age-groups were mostly seen in younger participants. The relationship between narrative productivity measures and event content was found to be important. The number of different word tokens was, in particular, useful in explaining the event content. For children with SLI, the linguistic and pragmatic aspects of narration were demanding. Their stories were short and contained less information than those of their control. Their referential and grammatical accuracy was also poorer than among typically developing children, and they showed difficulties in expressing the mental states of the story characters and in story comprehension. Children with ASD produced narratives with an almost similar linguistic structure to those of their control children. However, children with ASD showed difficulties in the pragmatic aspect of narration, in establishing informative story content and in story comprehension. They also tended to include irrelevant information in their stories, which was not seen to that extent in cases of typical development. This dissertation shows a development in 4- to 8-year-olds’ narratives that seems to occur around the ages of 4 and 5. Narrative difficulties seem to be related to both SLI and ASD, but are more wide-ranging in SLI, whereas in ASD difficulties focus on the pragmatic aspects of narrationTiivistelmä Tutkimuksessa selvitettiin, millaiset ovat suomalaislasten kuvasarjakerronnan avulla arvioidut kerrontataidot. Tutkimukseen osallistui 4–8-vuotiaita tyypillisesti kehittyneitä lapsia (n = 172), 5–7-vuotiaita lapsia, joilla on kielellinen erityisvaikeus (SLI) (n = 19) ja 5–10-vuotiaita lapsia, joilla on autismikirjon häiriö (ASD) (n = 16). Tutkimuksessa käytettiin lingvistisiä (produktiivisuus, syntaksin monipuolisuus, kieliopillinen tarkkuus) ja pragmaattisia (viittaussuhteiden tarkkuus, tapahtumasisältö, mielentilailmaukset, diskurssipiirteet, kertomuksen ymmärtäminen) muuttujia, jotta kerrontataidoista saadaan kokonaisvaltainen kuva. Kaikkia muuttujia ei käytetty kaikkien tutkittavien kesken, vaan tutkimusmenetelmien valinta perustui tutkittavien kerronnan piirteisiin. Tyypillisesti kehittyvien lasten kerrontataidot kehittyivät kaikkien käytettyjen muuttujien osalta, mutta peräkkäisissä ikäryhmissä merkitsevä muutos havaittiin vain nuorempien ikäryhmien välillä. Kerronnan produktiivisuuden ja tapahtumasisällön välillä havaittiin yhteys, ja erityisesti eri saneiden määrä oli merkitsevä tapahtumasisällön selittäjä. Kerronnan lingvistinen ja pragmaattinen hallinta oli haastavaa lapsille, joilla on SLI. Heidän kertomuksensa olivat pituudeltaan, tapahtumasisällöltään ja mielentilailmauksiltaan niukempia sekä viittaussuhteiltaan epätarkempia kuin tyypillisesti kehittyvien lasten kertomukset. Lapset, joilla on SLI, tuottivat enemmän kieliopillisia virheitä kuin kontrollilapset, ja myös tarinan ymmärtäminen oli heille haastavaa. Kertomuksen lingvistinen rakenne oli likimain samankaltainen tyypillisesti kehittyneillä lapsilla ja lapsilla, joilla on ASD. Lapset, joilla on ASD, tuottivat tapahtumasisällöltään niukempia kertomuksia kuin kontrollilapset, ja lisäksi heidän tarinansa sisälsivät irrelevanttia tietoa. Kertomuksen ymmärtäminen oli myös vaikeaa lapsille, joilla on ASD. Tutkimus osoittaa, että 4–8-vuotiaiden kerrontataidoissa on kehitystä, mikä vaikuttaa olevan aktiivista erityisesti 4–5 ikävuoden aikana. Kerronnan vaikeudet ovat kielellisessä erityisvaikeudessa laaja-alaisia, kun taas autismikirjossa vaikeudet näkyvät ennemmin kerronnan pragmaattisessa hallinnassa
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Chan, Yuen-yin Grace. "Development of writing skills in Hong Kong preschool children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626007.
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McCarthy, Annie. "Under Development: Stories of Children and NGOs in Delhi, India." Phd thesis, Canberra, ACT : The Australian National University, 2016. http://hdl.handle.net/1885/108926.
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Stories of and by marginalised children in development programs circulate widely in contemporary mediascapes. Beyond these stories and images, which typically depict narratives of victimisation, or of agency against the odds, very little can be gleaned of these children’s lives or their relationship to the evelopment programs they attend. This thesis, based on fieldwork among children who live in four slums in Delhi, India, explores the way children engaged with the programs of a media NGO (non-government organisation). The main focus of this organisation was the training of children in the production of certain kinds of developmental messages and methods of self-expression, and it is this focus that I examine in this thesis. Alongside my ethnographic observations of children’s participation in these NGO classes and campaigns, the ethnography is enriched with a careful reading of children’s performances, stories and drawings produced in the course of these classes. Rather than view such activities as instrumental or demonstrative of children’s participation in NGO schemes, I argue that our understanding of children’s lived experience of development can be ‘thickened’ through a reading of texts and performances that these children produce in NGO spaces. Such considerations allow for a much richer appreciation of the development discourse and the way it is deployed in the NGO space, by children and NGO workers. The children I worked with entered the NGO spaces already tagged as ‘underdeveloped’ slum children. It was expected that in the space of these NGO’s and ‘under’ the principles and theories of development, the children could improve their futures and those of their communities. While frequently performing or enacting this category of the 'underdeveloped child', the children also displayed a keen sense of the development discourse. As such, they were able to skilfully and instrumentally employ a range of positions, from innocent victims to conscious agents, to subvert, disrupt or co-opt the development categories that framed their lives. The kinds of performances and narratives children produced in NGO spaces that I discuss in this thesis cover a range of key issues such as hygiene, marriage and gender violence. They all point to a pragmatic, playful, opportunistic and ultimately personal approach to development. I have tried to represent this in this thesis both textually and visually, using images and photoessays to compliment my written material.
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Fox, C. A. "The origin and development of narrative competence in young pre-literate children." Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379115.
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Anderson, Julia Harriet. "The role of storytelling and personal narrative in cognitive, moral, and oral language development." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Anderson_J%20MITthesis%202007.pdf.
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Davis, Shanna Dee. "The role of decontextualized narrative discourse in the development of general spoken language /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055683.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 123-130). Also available for download via the World Wide Web; free to University of Oregon users.
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Kyriacou, Maria. "The Development of Narrative Writing in Primary School Children : Designing and Evaluating an Experimental Intervention." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517214.
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Steger, Paul. "An Analysis of Kindergarten Children's Use of a Word Processor in Their Print Literacy Development." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1146.
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Many young children appear to take delight in manipulating common elements of their environment, e.g., sticks, stones, and mud. Our ancestors also used these and other elements in order to play, explore,, and eventually create written language. In a print-laden society, young children are budding literates. Within a few years their abilities and skills evolve to the level it has taken the human species thousands of years to reach. Associated with the evolution of written language is related technology. Humans have evolved from cave art and literacy to computer art and literacy. Again, what has taken thousands of years to evolve for the species takes only a few years for today's children. Within the past ten years computers have become common literacy implements in American schools. An understanding of childrens' use of this machine is important to educators in general and educational leaders in particular. The purpose of this study was to investigate kindergarten students' use of a word processor: What developmental sequences related to print literacy reveal themselves as kindergarten children use a word processor? In what ways are these sequences the same or different than those identified by researchers studying young children's use of pencil and paper? What time commitments do children make at each stage of these developmental sequences? How do the physical attributes of the computer environment, screen color for example, influence children's behavior associated with word processing? A review of literature incorporated readings associated with research in human evolution of print literacy, literacy of technology, language and cognition plus recent research on writing and computers. A research design incorporating qualitative methods was created. Six subjects, representing a variety of backgrounds in a kindergarten class of 26 full day students, were observed for 20 weeks. For one hour each day, this kindergarten class attended a writing lab which contained eight learning centers. One of the learning centers consisted of six word processors networked to two printers. In addition to collecting student documents, both in paper and electronic form. subjects' behaviors were observed and recorded. Observational recordings were analyzed, collapsed into manageable data and re-analyzed. Subjects' evolution of writing was similar to children using pencil and paper. In addition, subject's literacy of technology evolved. Each subject displayed individual episodes of development and incorporated less mature behaviors with more mature behaviors as they evolved along their print literacy and literacy of technology continuums. It was observed that subjects intertwined print and technological behaviors and skills as they wrote with a word processor. Time relationships associated with the development of writing and environmental aspects of the word processor center did not appear important. Information Age etiquette evolved as students controlled their writing, a computer system. and worked with others. The inherent publicness of monitors contributed to meta-linguistics, sharing knowledge about technology, and problem solving among students. Young children are capable of writing with and manipulating a word processor. They are also capable of trying to solve problems of written language and computers. Educators will find that young children quickly learn Information Age tool etiquette.
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Cheng, Yi-Ju. "Impact of Child-centered Group Play Therapy on Social-emotional Assets of Kindergarten Children." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804822/.
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Early childhood is a critical period during which children develop social-emotional competence that will affect future success. Developing social-emotional assets is of importance for kindergarten children because of their concurrent cognitive and social changes as well as the experience of transitioning from home to school environment. A growing number of schools have adopted social-emotional learning (SEL) programming to focus on fostering children’s prosocial behaviors through direct instruction and engaging activities in classroom settings. However, some researchers have proposed that learning should capitalize on children’s natural interests rather than adult-determined agendas. Based on theoretical assumptions regarding potential effectiveness of child-centered group play therapy (CCGPT) as a treatment modality, I sought to explore the effects of CCGPT on social-emotional assets of kindergarten children utilizing parent and teacher reports across pretest, posttest, and one-month follow-up. Additionally, given that group sizes have been inconsistent and rarely explored across previous studies, I investigated the therapeutic aspect of group sizes in CCGPT outcome by comparing 2-member and 3-member CCGPT groups. Forty-three participants with mean age of 5.14 were recruited from three elementary schools, including 19 Hispanic, 14 Caucasian, and 10 African American. Twenty-one participants were randomly assigned to the intervention group receiving a mean of 15.32 CCGPT sessions over 8 weeks, and 22 participants were assigned to the waitlist control group. Six mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significance and η2 calculation to assess practical significance. Results indicated a statistically significant interaction effect on SEARS-P Total score, F (2, 72) = 4.533, p = .014, with medium effect size of η2 = .101. Post Hoc analyses indicated a non-statistically significant interaction effect on SEARS-P Self-Regulation/Responsibility subscale with a small effect, F (1.868, 67.248) = 1.776, p = .179, η2 = .043; a statistically significant interaction effect on SEARS-P Social Competence subscale with a medium effect, F (1.696, 61.049) = 3.413, p < .05, η2 = .079; and a statistically significant interaction effect on SEARS-P Empathy subscale with a medium effect, F (1.439, 51.79) = 4.592, p < .05, η2 = .106. Thus, participants in the CCGPT group showed a non-significant increase in the ability to self-regulate emotions and to take responsibility for actions and a significant increase in competence to interact socially with others and in empathy for others. Teacher reports did not show statistically significant results with a small effect, F (2, 70) = .917, p = .404, η2 = .013. Results on group sizes indicated that no statistical differences were detected between two-member and three-member groups with no effect, F (1.493, 25.377) = .039, p = .942, η2 = .001. Moreover, the results on follow-up supported that a certain level of the effects of CCGPT lasted one month after the intervention. Overall, children seemed to benefit from CCGPT, and CCGPT may be considered a viable treatment for enhancing kindergarten children’s social-emotional development.
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Lo, Bee Hong. "Indeterminacy in first and second languages: Case studies of narrative development of Chinese children with and without language disorder." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1353.
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Bilingual children with specific language impairment (SLI) from non English speaking background (NESB) present a major diagnostic problem to speech pathologist and educationist in an English speaking country. There has been no known study on the simultaneous narrative development involving bilingual Chinese children with and without SLI. This longitudinal case study examined the relationship of Chinese (L1) and English (L2) in narrative development in a child with no language difficulty (Child LN) and a child (Child L1) diagnosed as having SLI. The hypothesis posed for this study was that Child L1 has the same developmental profile for narrative skill in L1 and L2 as Child LN, but at a slower rate of progression and there was no within subject difference in the narrative development between L1 and L2. The narrative characteristics of L1 and L2 of these two children were studied over a twelve months period between the age of six and half and seven and half years. A total often recordings of the children's retelling and generation of stories in both L1 and L2 were made, using various bilingual and text less children's books and pictures. The narratives were analysed with regard to their form and content. The narrative form was measured by T-unit/utterance ratio, the cohesive score and the number of complete episodes. The narrative content was analysed according to the total number of story grammar components (measuring content amount), the types and frequency of grammar components, and the developmental staging (measuring narrative maturity). For each child, the narrative characteristics of L1 and L2, with regard to the indices studied, were closely linked. Both children showed a similar developmental pattern in their narrative production, and parallel progression with age in the narrative production of coherence score, total grammar components, and number of complete episodes. However, Child L1 generally performed at the lower level than Child LN in both his Chinese and English languages for T-unit/utterance ratio, developmental staging, coherence, and number of complete episodes The study also confirmed the past findings of the important influence of age, topic and communicative context on the production of narratives of young children. Whilst Child LN was developing culture related narrative characteristic in the way of using different constituents for his grammar components, Child Ll was yet to do so. The frequent sequence of "initial event", "attempt" and "consequence" was found in Child LN's Chinese narratives, indicating the "cause-effect" discourse pattern of Chinese culture. This was in contrast to his English narratives where "setting" was found to be more frequent than "consequence". No difference in the frequency of common grammar components between L1 and L2 of Child L1 's narratives was found. They were "attempt", "initiating event" and "internal response". The preponderance of "internal response" in Child LI's narrative was in contrast to past studies on children with SLI. The outcome of this study indicates that the indices used in this study may be culturally relevant for analysing the narrative structure of bilingual Chinese children. The results indicated that simultaneous analysis of L1 and L2 narratives of these children may help to differentiate SLI from ESL (English as second language). In this respect, gaining access into L1 data through linguistically competent transcriber may be crucial to accurately identify narrative difficulties of children from non English background. This study, although descriptive in nature with only a single representative case, raised a number of questions that need to be addressed in future research. They will be discussed in the thesis. Further research to see if the same characteristics could be isolated among most bilingual Chinese children is necessary for cross-cultural study of children with SLI.
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Hopper, Debra Kay Critchlow. "The development of a unit on "stranger safety," designed for kindergarten students, teachers and parents." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/404.
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Bate, Chloë C. "Relationships between oral language, oral narrative, spelling and writing development in 7-9 year old children." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15946/.
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Ozcan, Mehmet. "The Emergence Of Temporal Elements In Narrative Units Produced By Children From 3 To 9 Plus 13." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606122/index.pdf.
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The general aim of this descriptive study is to investigate how children from 3 to 9 plus 13-
year-olds and adults use temporal elements to organize the macro temporal structure of
narratives. In order to achieve this general aim, it specifically delineates how the emergence
of story units differ relative to agehow the emergence of temporal elements differ relative to age and story units
and how the function of each temporal element differs relative to age and story unit in the narratives elicited from children from 3 to 9 plus 13-year-olds and adults, using Mercer Mayer&
#146
s (1966) wordless, picture-book Frog, where are you? as stimulus. Participants are 98 children from 3 to 9-yearolds, as 14 informants in each age group
fourteen 13-year-olds and 14 adults. The orally collected data were transcribed and episode boundaries were coded according to Labov&
#146
s (1972) story grammar. The occurrence of each temporal element within the coded episodes was counted. Frequency of each temporal element relative to age and story unit was identified. Functions of each temporal element relative to age and story units were analyzed. A great majority of the 3- and 4-year-olds produce narratives that do not count a story. 5- year-olds produce narratives that can be considered a story, however they fail to produce internal components of episodes. 7-year-olds are observed to produce episodes that contain necessary internal components. The emergence and function of temporal elements show differences relative to age and story unit.
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Razey, Melissa Anne, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Gender differentiation in early literacy development : a sociolinguistic and contextual analysis of home and school interactions." THESIS_CAESS_SELL_Razey_M.xml, 2002. http://handle.uws.edu.au:8081/1959.7/219.
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The role of gender in the social construction of literacy is investigated in some detail. Gender construction is examined by observing and analysing the literacy interactions of six kindergarten children (three boys and three girls) at school and in the home. The analysis shows the ways in which the girls and boys differ in attaining literacy skills, and also reveals the different interactions between the children and their families. The ways literacy is perceived in the home are also noted. The children responded in a much more uniform way in the classroom than they did in their individual home situations. The findings are significant for educational practice because they provide insight into how implicit structuring by teachers can affect the extent of participation of boys and girls in the classroom. The results indicate how analysis in the emergent state of literacy development is critical for a thorough understanding of gender construction. Significant theoretical insights are gained through a methodology using both a microanalysis and a macroanalysis.Doctor of Philosophy (PhD)
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Lange, Alissa A., and Hebbah El-Moslimany. "Early Childhood STEM Professional Development to Improve Outcomes for Educators and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4191.
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Sun, Lei. "The literate lexicon in narrative and expository writing : a developmental study of children and adolescents /." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8443.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 137-149). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Collins, Susan. "Multiyear student/teacher relationships and language development in children of Hawaiian descent at Kamehameha schools community based early childhood education program." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/781.
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Although numerous studies have documented the connection between early language and academic achievement, there is much less information available about the effects of teacher/student relationships on language development. Based on Vygotsky's theory that all learning takes place in the context of relationships, this quasi-experimental study examined language scores for students in an early education classroom who stayed with the same teacher for 2 years compared with those in a classroom with two different teachers for each of the 2 years. Pre- and posttest scores on the Peabody Picture Vocabulary Test-III (PPVT-III) and language scores on the Developmental Indicators for the Assessment of Learning-3 (DIAL-3) were compared using an independent samples t test. Analysis of variance (ANOVA) was used to test for the effects of student gender, family income, maternal education, teacher education, and teacher years of experience. The results revealed no significant difference between the experimental and control groups. Future studies should include examination of possible associations between qualitative aspects of student/teacher relationships and language development. The current study contributes to social change by raising awareness of the importance of relationships in early childhood and by encouraging educators in the development of environments that most effectively support early language development for students from diverse cultural and linguistic backgrounds.
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Plokar, Amanda. "Development of a child dissociation assessment system using a narrative story stem task." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/11006.
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Abstract : Complex Trauma (CT) refers to the exposure to chronic or prolonged experiences of maltreatment that often occur in the context of a caregiving relationship. This concept also refers to the numerous sequelae that CT can have on the child’s functioning, including dissociation. Dissociation reflects a continuum of behaviours and processes that range from normative (e.g., daydreaming) to pathological (e.g., amnesia). The majority of children in the child welfare system have been victim to experiences of chronic maltreatment, which represents an important precursor in the development of disorganized attachment (DA). As such, many authors highlight the importance of assessing for CT exposure and associated sequelae given the pathological trajectories that are associated to these, including DA and the development of dissociative symptoms. The MacArthur Story Stem Battery (MSSB; Bretherton, Oppenheim, Buschbaum, Emde, & the MacArthur Narrative Group, 1990) is a narrative task whose purpose is to activate children’s attachment representations. The Attachment-Focused Coding System for Story Stems (AFCS; Reiner & Splaun, 2008) is a valid coding system which uses four stories (out of the 14 available) from the MSSB that are considered more likely to activate the child’s attachment system. However, this system differs in that it is quicker to administer and to code, making it more accessible to researchers and clinicians. The AFCS screens for the majority of sequelae associated to CT but does not consider dissociation. The first theoretical article outlines the current state of knowledge surrounding child dissociation, as well as how this concept relates to DA and exposure to CT. This article also explores difficulties related to the assessment of dissociation symptoms in maltreated children and argues the relevance of using a narrative task like the MSSB to do so. The second empirical article aims to develop a child dissociation assessment system which examines
the verbal and non-verbal manifestations of children that emerge during the MSSB stories selected for use with the AFCS. The Child Dissociation Assessment System (CDAS) is composed of two complementary measures, the Child Dissociation Code (CDC), which screens for dissociative symptoms, and the Child Dissociation Tool (CDT), which then assesses how these symptoms affect several domains of functioning, should this be necessary. The CDAS is a response to the current lack of child dissociation instruments available and takes limitations identified amongst existing measures into account. Through this exploratory study, the authors sought to obtain interrater agreement, with an intraclass correlation coefficient (ICC) of 0.75. To achieve this, 20 MSSB protocols of children between 6 and 12 years old (10 from a clinical sample and 10 from a non-clinical sample) were scored using the CDAS. The Mann-Whitney statistical test was then applied to the CDC to compare the average scores obtained on this measure by both groups of children to verify whether it discriminated between a clinical and non-clinical population. Preliminary results indicated that the CDAS possesses adequate to excellent inter-reliability and that the CDC discriminated between a clinical and non-clinical sample of children, highlighting the relevance of using the CDAS and of pursuing a validation study.Les traumatismes complexes (TC) décrivent l’exposition à de multiples événements de vie traumatiques qui se produisent de manière répétée et prolongée et dont la figure parentale est souvent l’auteur. Cette nomenclature réfère également aux multiples impacts des TC sur le fonctionnement de l’enfant, dont la dissociation. La dissociation reflète une gamme de comportements et de processus allant de normaux (p. ex., rêverie) à pathologiques (p. ex., amnésie). La majorité des enfants suivis par la protection de la jeunesse (PJ) ont été victimes de maltraitance chronique, qui constitue l’un des principaux précurseurs de l’attachement désorganisé (AD). Ainsi, plusieurs auteurs notent l’importance d’évaluer l’exposition aux TC et leurs séquelles compte tenu des trajectoires pathologiques qui y sont associées, dont l’AD et le développement de symptômes dissociatifs. Le MacArthur Story Stem Battery (MSSB; Bretherton, Oppenheim, Buschbaum, Emde, & the MacArthur Narrative Group, 1990) est une tâche narrative qui vise à activer les représentations d’attachement chez les enfants. L’Attachment-Focused Coding System for Story Stems (AFCS; Reiner & Splaun, 2008) est un système de codage se voulant simple et accessible pour les chercheurs et les cliniciens, qui est appliqué à quatre histoires du MSSB (sur 14) jugées plus susceptibles d’activer l’attachement de l’enfant. L’AFCS tient compte d’indices reflétant la majorité des séquelles engendrées par les TC mais ne considère pas la dissociation. Le premier article théorique vise à dresser un portrait de l’état des connaissances au sujet de la dissociation telle qu’elle se manifeste chez les enfants, son lien avec l’AD et avec l’exposition aux TC. L’article explore également les difficultés liées à l’évaluation des symptômes de dissociation chez les enfants et discute de la pertinence d’évaluer ceux-ci en utilisant une tâche narrative telle que le MSSB. Le deuxième article empirique vise à développer un système d’évaluation de la dissociation chez l’enfant à partir des manifestations verbales et non-verbales de la dissociation qui émergent lors des histoires du MSSB sélectionnées par l’AFCS. Le Child Dissociation Assessment System (CDAS) est composé de deux outils complémentaires, soit le Child Dissociation Code (CDC), qui permet un dépistage de symptômes dissociatifs, et le Child Dissociation Tool (CDT) qui dans un deuxième temps précise les domaines de fonctionnement atteints par ces symptômes, le cas échéant. Le CDAS répond à un manque actuel d’instruments pour évaluer la dissociation infantile et comble les limites identifiées parmi ceux qui existent. À travers cette étude exploratoire, les auteurs visent un accord inter juges satisfaisant pour le CDAS, soit un coefficient de corrélation interclasse (CIC) de 0,75 ou plus. Pour ce faire, 20 protocoles du MSSB d’enfants âgés de 6 à 12 ans (10 issus d’une population clinique et 10 d’une population non-clinique) ont été codés à l’aide de ce nouveau système de dissociation. Ensuite, le test statistique de Mann-Whitney a été appliqué au CDC afin de comparer la moyenne des scores de dissociation obtenus par les deux groupes d’enfants pour vérifier si cet outil discrimine entre la population clinique et non-clinique. Les résultats préliminaires indiquent que le CDAS possède un taux d’accord inter juges adéquat à excellent et que le CDC discrimine entre des enfants issus d’une population clinique et non-clinique. Ces résultats soulignent la pertinence du CDAS et justifient la poursuite d’un travail de validation.
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Lange, Alissa A., and Kimberly Brenneman. "Effects of a STEM Preschool Professional Development Model on Teachers, Coaches, and Children." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4194.
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Preschool STEM is important for later learning for all children, including dual language learners (DLLs). However the preschool workforce is generally not well prepared to teach STEM or to work with DLLs. The objectives of the SciMath-DLL professional development (PD) model are to increase preschool teacher knowledge and improve classroom instruction around science, technology, engineering, and mathematics (STEM), improve educators’ attitudes toward teaching STEM, enhance classroom supports for dual language learners (DLLs), and improve coaching. This paper reports on the effects of participation in SciMath-DLL workshops, individualized reflective coaching cycles (RCCs), and professional learning communities (PLCs) on educators and children in a qualitative design and development study. Future work will test effects experimentally.
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Smith, Heather. "The Effects of a Drama-Based Language Intervention on the Development of Theory of Mind and Executive Function in Urban Kindergarten Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/54.
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Because theory of mind (ToM; Samson, 2009) and executive function (EF; Meltzer, 2010) are important skill domains for children’s academic and social success in school, researchers have focused on evaluating the impact of interventions designed to enhance the development of these skills (e.g., Peskin & Astington, 2004; Dowsett & Livesey, 2000). Using an experimental design, the current study evaluated the effectiveness of the Georgia Wolftrap (GWT) program, a drama-based language intervention, at improving ToM and EF in a sample of kindergarten students from low socioeconomic (SES) backgrounds. Researchers (Cole & Mitchell, 1998; Noble, Norman, & Farah, 2005) have indicated that low SES is associated with underdeveloped ToM and EF. Thirteen lessons designed to enhance children’s understanding and use of symbols by exploring literature through imaginative role-play were implemented in place of the regular language arts curriculum. This intervention was hypothesized to engender growth in ToM because it incorporates elements found to be associated with ToM development, such as experience with language (e.g., Jenkins & Astington, 1996), mental state talk (e.g., Adrian, Clemente, & Villanueva, 2007), and pretend play (e.g., Cutting & Dunn, 2006). The impact on EF development, particularly inhibition and attentional control, was expected to be caused by children’s participation in intervention activities that require sustained, active engagement and use of motor and cognitive self-control. Consistent with research describing early childhood as a period of dramatic growth in ToM and EF (e.g., Wellman, Cross, & Watson, 2001), the results of paired-sample t tests indicated that the intervention (n = 41) and control groups (n = 42) demonstrated significant improvement in ToM, inhibition, and attentional control from pre-test to post-test. Despite a trend for the intervention group to demonstrate stronger performance, analyses of covariance (ANCOVAs) indicated that, after controlling for pre-test scores, there were no significant differences in post-test scores between the intervention and control groups. Possible explanations for the lack of significant differences between the intervention and control groups are discussed. Implications for future research are also suggested.
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Langley, John Peter. "The development of an inservice training programme to enable kindergarten teachers to better manage the behaviour of young children with behaviour disorders." Thesis, University of Canterbury. Education, 1997. http://hdl.handle.net/10092/5914.
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Children with severe behaviour problems occur in significant numbers in our kindergartens and schools. They have a profound and often destructive effect on those around them because of their high rates of non-compliant, aggressive, and antisocial behaviours.
In New Zealand, teachers have not traditionally been trained in methods that would enable them to better manage these children and to bring about improvements in their behaviour. This is especially so in early childhood education where the predominant developmental philosophy has resulted in a the rejection of the treatments that research has shown to be most effective in the remediation of antisocial behaviours in young children.
This thesis examined the training of kindergarten teachers in skills which would enable them to better manage young children with behaviour disorders in the kindergarten setting. An experimental analysis was undertaken in an attempt to identify the necessary components of an effective in-service training programme. The research consisted of a Pilot Study and four subsequent experiments. In the Pilot Study a three level multiple-gating diagnostic procedure was trialled as a procedure for identifying young children with behaviour disorders and a training programme was developed. This consisted of six workshops and the requirement that the teachers practise the skills which they had been taught. The hypothesis which guided the development of this training programme was that it should be easier for teachers to acquire and maintain behaviour management skills due to their history of training for educational practice and, as a result, that a training programme for teachers could be "looser" and less directive than the training required for parents. This proved not to be the case. While the teachers in the pilot study were very positive about the training, observational data collected throughout the experiment showed that there were no significant changes in the behaviour of the teachers and, as a consequence, none in the target children.
Following the failure of the Pilot Study, the training programme was modified to include stronger prompts for desired teacher responses to target children, the setting of specific behaviour change goals for the teachers' behaviour change, and the provision of structured feedback on the teachers' performance. In addition, procedures for the maintenance of newly acquired skills were built into both the training programme and the practice requirements undertaken by the teachers who participated. The relative importance of one of these training components, feedback, was analysed in a series of four experiments each of which was carried out in kindergartens containing at least two children who met the definition of behaviour disordered.
In all four experiments the teachers who took part were able to acquire and use the management techniques taught during training. Those who showed the greatest levels of improvement were the teachers who, as part of their training and practice, were required to meet a criterion of acceptable performance for their newly acquired management skills, and who were provided with daily feedback on that performance. As a result of the improvements in the management behaviour of the teachers, improvements also occurred in the behaviour of all but one of the target children.
The results of these experiments suggested that it is possible to change the management behaviour of teachers in an early childhood setting to a level which enables them to effectively manage the behaviour of children with severe behaviour problems provided that the training programme includes well designed cueing, performance criteria, practice, and feedback components.
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Rawls, Iravonia. "Parenting Style, Home-Based Involvement, and Educational Expectations of Black Parents: Their Roles in the Development of Pre-literacy Readiness of Black Children." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002151.
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Ramirez, Rica. "Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children From 24 Months to 36 Months." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6935.
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This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual two year-old children. Because children who are bilingual language learners are oftentimes coming from low socioeconomic families it is essential that we investigate the ways in which they develop language in order to better serve this population. Maternal responsiveness is one source in which we can examine early language development of young bilingual children. Eight Latino mother-child dyads were observed and assessed at three time points. Each observation was coded for maternal responsive behaviors. Regression and multilevel modeling was used in order to assess which maternal responsive behaviors impacted Spanish and English language outcomes. Results indicated joint topic focus as being overwhelmingly impactful across Times 2 and Times 3 in both languages. Additionally, prohibition was found to be negatively influencing English language outcomes at Times 2 and Times 3. Interestingly, focus shift was found to have a positive impact on English language outcomes at Time 2. Given the findings, this work sheds light on the similarities and differences between cultures and the need for further research surrounding this population.
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Gagné, Andréanne. "Narrative discourse in French-speaking school-age children with and without specific language impairment : development, factors contributing to competency, and pragmatics." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115868.
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This thesis is comprised of three manuscripts, each concerned with the narrative abilities of school-aged French-speaking children as assessed with the Edmonton Narrative Norms Instrument (ENNI). The three studies involved the same three groups of participants: one group of 12 children with SLI between the ages of eight year three months and nine year nine months, 12 typically-developing children of the same age and 12 typically-developing children matched on language abilities. Each child completed narrative tasks, language abilities tasks and cognitive tasks during one experimental session at their home.The first manuscript compares the ENNI narrative production (story grammar and referential expression) of school-aged French-speaking children to those of English-speaking children of the same age. It also provides data on the use of the ENNI with the school-aged French-speaking population with specific language impairment (SLI) by comparing their performance to the performance of their typically-developing (TD) peers. The second manuscript aims to identify which linguistic and cognitive skills contribute to narrative production of children with and without SLI at two levels: the micro- and the macro- levels. Finally, the third manuscript investigates the impact of variations in syntactic demand on the narratives produced by French-speaking children with SLI in comparison to the narratives produced by their age- and language- matched peers. The discussion summarizes the characteristics of French-speaking children's narrative production, the factors contributing to competency in narrative production, and explores the implications of these findings for language processing of children with and without SLI.
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Horlik, Christine. "An investigation into the narrative approaches by pre-school children using artistic/visual measures to represent their "worlds" /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98931.
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This study examines the importance of the artistic process for young children and how this process can aid in their visual, verbal, mental, and emotional development at a critical time of growth. Videotaped interviews were conducted with four preschool children in order to determine the ways in which they represent their worlds through simple crayon drawings and the possible accompanying verbal narratives. This study shows that preschool children's drawings and narratives depict significant visual facets of their lives and argues that this process should be developed, encouraged, and valued both within the educational system and at home. Visual representation is a language in itself and should be recognized as a meaningful way for young children to make sense of their worlds.
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Bardsley, Sarah C. "The effect of a series of hands-on, minds-on science process skill development experiences on general readiness scores of a selected group of kindergarten children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558343.
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The purpose of this study was to investigate the effects of short-term Hands-On, Minds-On science process skills on the acquisition of general readiness to learn by kindergarten children.Three null hypotheses were formulated to examine differences between the scores of an experimental group of kindergarten children who had engaged in Hands-On, Minds-On science process investigation and a control group of kindergarten children who had not engaged in such investigation. The students engaged in approximately eight hours of science process investigation. Differences due to sex were examined in Hypothesis II. Differences which may be attributed to student ability as measured by the Peabody Picture Vocabulary Test were examined in Hypothesis III.A fourth factor, class effect was also examined.The research utilized a modified Posttest-Only Control Group design. The posttest was the California Achievement Test, Level 10, Form E.The participants for the study were 86 kindergarten students from four intact classes. The control group was comprised of 47 students and the experimental group a total of 39 students. These students attended a small rural school corporation with a enrollment of approximately 1,240 students.The use of the Wilk's Lambda Multivariate Tests of Significance yielded the following information at the .05 level of significance:No significant difference was found between children who had or had not engaged in Hands-On, Minds-On science process instruction. The significance of F between the two groups was .106.No significant difference was found based on sex differences of the students who participated in this study. The significance of F between males and females was .917.A significant difference was found between high and low ability students who participated in this study. The significance of F to three places, between the two groups was .000.A four-way univariate analysis of variance analogous to the multivariate analysis was performed on each component of the vector (Visual Recognition, Sound Recognition, Reading Vocabulary, Reading Comprehension, Language Expression, and Mathematics) and tested at the .05 level of significance. The results indicated that each component of the vector was significant at the .05 level with the independent variable ability.Based on the researcher's findings recommendations for further research were made. Two of the most promising were increased science time for student participation and development of a test which measures a broader spectrum of the curriculum, including science.Department of Elementary Education
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Lombardi-Davis, Christina. "Early Childhood Teacher Perspectives Regarding Preparedness to Teach Children Experiencing Trauma." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7937.
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In the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers' perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. Using Bandura's theory of self-efficacy, the purpose of this basic qualitative study was to explore how teachers' perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. In-depth interviews were used to collect data from 10 preschool teachers from a southern state who had varying teaching experience, degrees, and preparation experiences. The continuous data analysis process included organizing the data, reflecting on meaning, and identifying and coding key words and themes to answer the research questions. Results indicated that teacher preparation experiences influenced the participants' teaching strategies and the creation of supportive environments. However, the results also suggested a need for more content specific teacher preparation experiences. Potential social implications of this study include (a) improving teacher preparation opportunities, (b) an increase in teacher self-efficacy, (c) an increase in child development outcomes, and (d) adding to the current literature on teacher preparation and childhood trauma.
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Savage, Nancy Heather. "The effect of an object control motor skill intervention on the motor development of preschool and kindergarten children who are attending an urban elementary school." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1283251251.
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Samara-Kateeb, Nabeela [Verfasser], Nitza [Akademischer Betreuer] Katz-Bernstein, and Uta M. [Gutachter] Quasthoff. "Arab children's narrative development measuring narrative interaction & narrative intervention in Arab-speaking children by DO-BINE and DO-FINE : Dortmunder Beobachtungsverfahren zur Interaktions-und Narrationsentwicklung und Dortmunder Forderansatz / Nabeela Samara-Kateeb. Betreuer: Nitza Katz-Bernstein. Gutachter: Uta M. Quasthoff." Dortmund : Universitätsbibliothek Dortmund, 2014. http://d-nb.info/1111812098/34.
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Martin, Nicole R. "The role of the home literacy environment in the development of early literacy skills and school readiness in kindergarten children from low socioeconomic and minority families." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001694.
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Walsh, M. Christine. "A Case Study of a Polyphonic Literacy Apprentice: A Kindergarten Composer's Development of Voice and Genre Understanding through the Use of Multiple Sign Systems." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1255978540.
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Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed Apr. 3, 2010). Advisor: Beverly Timmons. Keywords: early writing, writing instruction, Kindergarten, voice in writing, genre understanding. Includes bibliographical references (p. 209-223).
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Acker, Twanette. "The patterns of development in generated narratives of a group of typically developing South African children aged 5 to 9 years." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20048.
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Thesis (M Speech Path)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Narrative skills have found to be a predictor of academic success with clear correlations to later reading and writing abilities in children. The quality of narratives and the language disorders displayed in specific clinical populations has also been correlated, making narratives a useful diagnostic tool. To be able to know what is atypical, one has to know what is normal. Normative based assessment materials are very limited in South Africa. Commercially available assessments are often inappropriate because of the complex nature of narratives and the influence of socio-economic, linguistic and cultural factors. There is therefore a need not only to develop appropriate assessment materials but also to obtain normative data for use in the South African context. The main research question this study attempted to answer is: What are the patterns of narrative development in normally developing children? A total of 62 typically developing children from schools in a middle class residential area was selected. Three different age groups were identified: Grade R (5 to 6 years), Grade 1 (6 to 7 years) and Grade 3 (8 years 6 months to 9 years 6 months) based on their different exposure to literate language. It was assumed that they would display distinct patterns of narrative development, with an increase in the complexity of narrative features with age. A wordless picture book, regarded as appropriate for the South African context, was developed and used to elicit a narrative from each participant. Narratives were analysed using a comprehensive narrative assessment protocol. Assessment areas included macrostructure, microstructure, use of literate language and the use of abstraction. Results were compared in terms of group differences and developmental trajectories. The assessment protocol showed similar story lengths in all age groups, suggesting that when the developed wordless picture book was used as elicitation stimulus, any significant differences between groups could be of diagnostic value. Results showed clear developmental trajectories in terms of macrostructural measures. The group differences between Grade R and Grade 1 in terms of microstructural measures were not significant. There was, however, a significant increase in terms of syntactic complexity and lexical diversity from Grade R to Grade 3. No significant development was observed in terms of the use of literate language features across the year groups and a group effect was offered as a possible explanation. In contrast to concrete statements, children as young as 5 years old used mainly abstractions in their generated narratives.
AFRIKAANSE OPSOMMING: Narratiefvaardighede is nie net ‘n voorvereiste vir akademiese sukses nie, maar korreleer ook met lees- en skryfvaardighede in kinders. Weens die korrelasie tussen die kwaliteit van narratiewe en die taal van kinders met spesifieke taalgestremdhede, het narratiewe ook diagnostiese waarde. Om te weet wat atipies is, moet ‘n mens weet wat normaal is. Normatiewe evaluasiemateriaal is baie beperk in Suid-Afrika. Die evaluasies wat kommersieël beskikbaar is, is dikwels ontoepaslik weens die kompleksiteit van narratiewe en die invloed van sosioekonomiese, linguistiese en kulturele faktore. Dit is daarom belangrik om geskikte evaluasie materiaal te ontwikkel en normatiewe data te bepaal vir gebruik in die Suid-Afrikaanse konteks. Met hierdie studie is daar gepoog om die volgende navorsingsvraag te beantwoord: Hoe ontwikkel narratiewe in normaal ontwikkelende kinders? ‘n Totaal van 62 tipies-ontwikkelende kinders is geselekteer uit hoofstroomskole in ‘n middelklas residensiële omgewing. Drie verskillende ouderdomsgroepe is geteiken op grond van hulle blootstelling aan geletterdheidstaal: Graad R (5 – 6 jaar), Graad 1 (6 – 7 jaar) en Graad 3 (8 jaar 6 maande – 9 jaar 6 maande). Daar is aangeneem dat die groepe baie spesifieke patrone in narratiefontwikkeling sou toon, met ‘n toename in die kompleksiteit van narratiewe met toename in ouderdom. ‘n Woordlose prenteboek, wat beskou is as toepaslik binne die Suid-Afrikaanse konteks, is ontwikkel en gebruik om ‘n narratief van elke deelnemer te ontlok. Narratiewe is ontleed met behulp van ‘n omvattende evaluasieprotokol. Areas vir ontleding het makrostruktuur, mikrostruktuur, gebruik van geletterdheidstaal en die gebruik van abstraksie ingesluit. Resultate is vergelyk ten opsigte van groepsverskille en ontwikkelingspatrone. Die storielengte van die verkillende ouderdomsgroepe het ooreengestem en suggereer dat wanneer die woordlose prenteboek as ontlokkingstimulus gebruik word, enige beduidende verskille tussen groepe van diagnostiese waarde is. Die resultate het duidelike ontwikkelingspatrone getoon ten opsigte van makrostrukturele meetings. Groepsverskille tussen Graad R en Graad 1 was onbeduidend ten opsigte van mikrostrukturele metings. Daar was egter ‘n beduidende toename ten opsigte van sintaktiese kompleksiteit en leksikale diversiteit van Graad R tot Graad 3. Geen beduidende ontwikkeling is waargeneem ten opsigte van die gebruik van geletterdheidstaal oor die jaargroepe nie en ‘n groepseffek is as moontlike verduideliking gegee. Kinders so jonk as 5 jaar oud het hoofsaaklik abstrakte taal teenoor konkrete taal in hul narratiewe gebruik. Kliniese implikasies vir spraak- en taalterapeute is bespreek.
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Maness, Brandie D. "Preschool Teachers' Perceptions of Children Prenatally Exposed to Drugs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3384.
Full textAbstract:
With the incidence of prenatal drug exposure increasing, it is important that preschool teachers are prepared and confident in serving the needs of children affected by this exposure. Teachers need more training and education to prepare them for working with children with prenatal drug exposure.
The purpose of this sequential mixed-methods study was to explore the perceptions, training, and shared experiences of preschool teachers when working with 4- and 5-year-old preschool children who have experienced prenatal drug exposure. The researcher invited 77 preschool teachers in northeast Tennessee working in either Head Start or Tennessee Voluntary Pre-K Initiative programs to complete an initial quantitative survey – of which 53 participated. Of the survey participants, 34 reported they might have worked with a child with prenatal drug exposure. Six of those teachers who said they had experience with children with prenatal drug exposure participated in a follow up semi-structured interview with the researcher.
The findings revealed that preschool teachers were favorable toward children with prenatal drug exposure regarding the children’s ability to learn. Preschool teachers were already using many effective interventions (e.g., working one-on-one with the child, offering flexible seating options, repetition of information) that they may have used with other children with special needs, but they were eager for more information about the best way to work with these children. School leaders and those in teacher preparation programs would be excellent advocates in spreading knowledge and translating medical knowledge into resources more applicable to the teaching and childcare profession. It is important that the information become more accessible to all teachers and stakeholders in education.
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Moulin, Elizabeth A. "Pre-primary children's progress and the school development plan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/878.
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In recent years several policy changes have occurred in Western Australia regarding the provision of pre-compulsory education, particularly for children turning five. These changes have led to education of such children centred largely in full-time, on-site classes rather than in sessional, independent community centres, resulting in pre-primary education becoming mainstream school business. As such it is incorporated in the administrative, managerial and educational policies of the school including school development planning. The school development plan (SDP), a major tool of accountability within the school, provides a planning framework in selected priority areas in which methods of assessment and evaluation of children's progress are an important tool in demonstrating that accountability. There is a concern among some pre-primary teachers and Early Childhood Education specialists that these changes may lead to a trend towards practices more indicative of upper primary school levels, known as a 'push down' effect, on pre-primary classes. There is also a concern that an emphasis on assessment and evaluation for accountability purposes may lead to a decline in the use of assessment data in classroom planning. This qualitative study examined how and why teachers in selected Perth metropolitan pre-primary classes gathered and recorded information on children's progress, and how these choices related to the teacher's responsibility as articulated in the school development plan. The study also identified how that information was used both at class and school levels.
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Lake, Gillian. "Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.
Full textAbstract:
An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Control Trial were positive in favour of the intervention. The most important of these results was a statistically significant effect on the receptive vocabulary of the children in the treatment group, with a large effect size, as measured by the standardised British Picture Vocabulary Scales (Dunn et al., 1997). There was also a significant effect on productive vocabulary, as measured by a Researcher-Designed Vocabulary Test (RDVT). This test was devised for the purpose of this study, testing one-word vocabulary, taken directly from the storybooks in the intervention. As this is not a norm-referenced, standardised test, caution is advisable in the interpretation of this result. A further positive effect concerned the narrative skills of the children in the treatment group, when compared to the children in a control group - the Mean Length of Utterance (MLU) score was higher in the treatment group, with a medium effect size. By examining the intervention by Randomised Control Trial, this study responds to the call from Lillard et al (2013) for more experimental research on pretend play and narrative. The acknowledgement of the role of the adult in the intervention coupled with the positive effect on the children's MLU and receptive vocabulary mean that the intervention, with further development, has the potential to be used as a Professional Development tool for supporting language development in the Early Years in the UK, in the future.
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Oliveira, Amber K. "The Effects of an Intervention That Includes In-Class Coaching on Preschool Teachers and Children." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/439.
Full textAbstract:
The impact of high quality early learning experiences on a child's development is profound. Teacher quality has been deemed an important predictor of classroom quality, but currently teachers in Voluntary Prekindergarten (VPK) in the state of Florida are required to meet minimal training requirements. The purpose of this study was to examine an intervention including in-class coaching as a means of professional development to better prepare preschool teachers. The present study included and examination of the changes in environmental quality, child outcomes, and teacher perceptions after the intervention. Scores obtained were compared before and after the intervention. A two-tailed t-test revealed that the post-test was significantly higher than the pre-test. In particular, two sub-scales were statistically significant, including Space and Furnishings and Activities. The other sub-scales, including a measure of teacher-child interactions and language-reasoning were not significantly changed. An ANOVA indicated no significant differences in kindergarten school readiness scores between centers that received coaching for varying amounts of time. Teachers were interviewed to discover their perception of in-class coaching. After examining in-class coaching from the varying angles, conclusions were drawn: In-class coaching may significantly affect the quality of classrooms, as related to environmental aspects of quality but may not be improving child outcomes. In-class coaching may increase teachers’ validation, inspiration and may contribute to the teachers’ understanding of developmental appropriateness. Conclusions suggest that teachers with a native language other than English may receive additional benefits from an in-class coaching and that effective coaches must have many skills in order to create change in the classrooms in which they work. The final conclusion was that despite its merits, coaching may not be a long-term solution to classroom and teacher quality in the context of low educational requirements, minimal pay, high turnover, and low job satisfaction. Recommendations for future practice and research are suggested.