Journal articles on the topic 'Narrative development in Kindergarten children'

Children with slow expressive language development (SELD) as toddlers and a control group of children with normal language development (NL) were followed to early school age. Children with SELD were, at that point, subdivided into two groups: those who had moved within the normal range of expressive language (the History of Expressive Language Delay [HELD] subgroup); and those who continued to score below the normal range in expressive language at school age (the Expressive Language Delay [ELD] subgroup). During their kindergarten, first, and second grade years, they were administered a narrative generation task. Narratives were analyzed for MLU, lexical diversity, amount of information included, proportion of complete cohesive ties, and overall stage of narrative maturity. In kindergarten, children with normal language history scored significantly higher than those with HELD and ELD on lexical diversity and narrative stage; and higher than those with ELD in proportion of complete cohesive ties. In first grade, children with normal language history again scored significantly higher than those with HELD and ELD on narrative maturity, with no other significant differences. In second grade, there were no significant differences among the groups.

THIS PAPER PRESENTS A study on what it means to practise home–kindergarten partnership differently. Using Bronfenbrenner's bioecological theory, this study draws on the narratives of six Chinese parents' successful involvement in home–kindergarten partnerships. Data was gathered through semi-structured in-depth interviews with parents whose children attend three different kindergartens in Zhejiang, China. Narrative analysis was employed to analyse the data. Critical to the findings is the parents' willingness to grapple with initial complexities and educationally constructed borders and boundaries and to move beyond simplistic partnership with the kindergartens.

Abstract In this article, some major results of a longitudinal study on preschool children's narrative development are presented. Narrative development is seen as the acqui-sition of narrative competence, that is, the knowing how narrator activities and listener activities are reciprocally interrelated. Both narrator and listener have to carry out characteristic joint tasks in the phases of narrative units. In the initiation phase, they have to deal with embedding the narrative unit in the ongoing conversation; in the realization phase, they have to create and maintain prerequisites for the listener's understanding, to present and reconstruct the event sequence, to mark and reconstruct the narrator's perspective, and so on; in the closing phase, they have to compare the narrator's and the listener's perspectives on the events presented. The data base for the study consists of narrative units taken from everyday conversations in one kindergarten group recorded over a 3-year period beginning when the children were 3 and ending when they were 6 years old. The narrative units are analyzed and interpreted in order to find out how the children ap-proached and solved the tasks typical for narrating and listening at the ages of 3, 4½, and 6 years. (Linguistics)

Children’s narrative skills have been widely studied in North America, but there is a paucity of African research. Within South Africa’s diverse socio-cultural context, this study of mixed-race children explored the development of narrative production and the influence of home background variables. Using the Bear Story picture prompt, this longitudinal study investigated the fictional oral narrative skills of 70 English-speaking children in kindergarten and Grade 3. Four key findings emerged: first, with age, narratives increased in lexical diversity, macrostructure elements and written discourse features. However, there was no increase in evaluation, thus highlighting the complexity and nonlinear nature of narrative development. Second, early book reading experiences in the home were positively associated with Grade 3 narrative macrostructure. Third, there were no associations between narrative abilities and maternal education or mothers speaking a first language other than English, underscoring the importance of parental behaviours above factors such as education and language background. Finally, contrary to expectations, the findings suggest more similarities than differences between these children and their peers in other contexts.

Previous studies of narrative development based on wordless picture stories indicate that before 7–8 years most children provide descriptive narratives with little inferential content such as explanations and attribution of mental states to the story characters. These components find greater expression in studies where children participated in conversations focused on the causes of the events. In the present study, 84 French-speaking children, from kindergarten to second grade, narrated the Stone story (a wordless five-picture story whose plot is based on a misunderstanding between two characters) before and after a short conversational intervention (SCI) focused on the causes of the events, as well as one week later when they also narrated a new story. Thirty additional children served as the Control group: instead of the SCI they played a Memory game with a set of cards containing the pictures of the Stone story. Children in the SCI group increased the inferential content of the narrative produced after the SCI, thus confirming with a larger sample findings obtained in previous studies. Moreover, results provide new evidence that the immediate improvements in inferential content were still present after a week’s delay and could also be applied to a new story. All narratives produced after the SCI were also longer and contained more markers of causality. The effect was stronger in first and second graders than in kindergarten children. By contrast, no significant improvements were found in the children of the Control group on any of the measures. Such results highlight the effectiveness of the SCI in promoting children’s narrative skills, its usefulness in their assessment, and have important implications for a better understanding of narrative development.

Purpose First, we sought to extend our knowledge of second language (L2) receptive compared to expressive narrative skills in bilingual children with and without primary language impairment (PLI). Second, we sought to explore whether narrative receptive and expressive performance in bilingual children's L2 differed based on the type of contextual support. Method In a longitudinal group study, 20 Spanish–English bilingual children with PLI were matched by sex, age, nonverbal IQ score, and language exposure to 20 bilingual peers with typical development and administered the Test of Narrative Language (Gillam & Pearson, 2004) in English (their L2) at kindergarten and first grade. Results Standard scores were significantly lower for bilingual children with PLI than those without PLI. An L2 receptive–expressive gap existed for bilingual children with PLI at kindergarten but dissipated by first grade. Using single pictures during narrative generation compared to multiple pictures during narrative generation or no pictures during narrative retell appeared to minimize the presence of a receptive–expressive gap. Conclusions In early stages of L2 learning, bilingual children with PLI have an L2 receptive–expressive gap, but their typical development peers do not. Using a single picture during narrative generation might be advantageous for this population because it minimizes a receptive–expressive gap.

ABSTRACTThe productive narrative competence of three young children as revealed in their spontaneously occurring conversations recorded over an 18-month period during their kindergarten and grade one years was investigated. Almost 90 hours of the children's conversations, produced as they were being driven to and from school, were audiotaped and analysed in order to determine whether children between the ages of five and seven include narrative accounts in their conversations with each other and, if so, the nature of the narrative language produced. The subjects were found routinely and regularly to produce a striking variety of narrative forms; 14 different narrative types were distinguished and defined, six of which have not previously been reported in the literature on children's narratives. Seventy per cent of the recorded narratives took anecdotal form; original fantasy narratives occurred only rarely. A significant proportion of the narratives were collaboratively created.

This narrative inquiry shows the barriers and possibilities that the current US education context poses for two mothers of pre-kindergarten sons with autism. Specifically, this work is contextualized within the growing universal pre-kindergarten reform which provides a mixed delivery (public and private) implementation. Presented with the context of choice among school sites and the expectation of mothers to provide energy for the reform through their involvement in the universal pre-kindergarten “machine,” mothers of children with autism experienced unique challenges. An in-depth Bakhtinian analysis examining the mothers’ uses of heteroglossia and polyphony shows the complexities of how they presented an oscillating “double-consciousness,” working between machine expectations and narratives of “recovery,” meaning desiring normalization in line with the expectations of early childhood experts, children, and local policies. Neither the machine metaphor nor the narrative of recovery was sufficient to negotiate the challenges of education for the families, and mothers used strategies of recycling, resisting, and re-appropriating discourses to navigate. While universal pre-kindergarten was effective in improving the academic performance of children with mild autism, it did not always support the goals of inclusive and democratic education. Therefore, mothers began to question their choice of public school context and began to consider private universal pre-kindergarten sites, even though this might jeopardize the Individualized Education Plans that they worried their children needed, particularly for social purposes. The implications address both the mechanism for shifts from public to private choice in the current US education context, and the need for a reparative project that critically addresses relationships between homes and schools.

Today's children have become the first generation where their entire development takes place in an age full of information and digital technologies. This led us to identify opinions related to the use and mastery of digital technologies in teaching among children completing compulsory pre-primary education. We investigated and interpreted the view of the teaching process with digital technologies from the perspective of the research subjects. We applied a qualitative methodology and the investigation had a hermeneutic character with the use of a narrative interview, direct and indirect observation. We found that the child manages and controls digital technologies and places himself / herself in the role of an expert in their management and control. We suggest that educators rethink the way that children are learning, the way that they teach children and how teachers create a suitable digital learning environment. We will formulate the following research findings into recommendations for teachers' pedagogical practice to ensure their pedagogy.

Habituation is the most common used form of moral education in early childhood education in Indonesia. However, this method has been found to be insufficient in contributing fully to young children’s moral development. An alternative method currently being promoted is the narrative method which involves the use of stories and storytelling. These two techniques provide children with justification to do good deeds and allow them to be critical of their actions. This research examined the best practices of teachers in the use of narrative method for the Moral Education of young children. Best practices show how we can use them to improve the teaching of Moral Education among young children and can serve as useful alternative to habituation. The findings revealed that there are five ways in which the kindergarten use stories and storytelling in teaching and learning moral education for young children, namely: to repeat the story; to include clear example; to explain the story; to dramatize the story; and to modify the story.

Abstract This paper presents a research experience (case study) on the use of digital technologies for the development of the ability to invent stories for images in a collaborative way, in some nurseries (0-3 years) and in some kindergartens in La Spezia. We have involved in the experience: the sections of the older children of the nursery (3 years); the heterogeneous sections of kindergarten, with the aim of presenting different educational activities and technologies (PC, tablet, projector ...) - prepared by educators-teachers and researchers - in an immersive environment to enable children to enter into the image and interact with it. The collaborative activities have also predicted the use of i- Theatre, an interactive integrated system for the narrative creation of multimedia stories. During the activities, educators and researchers conducted free observations that aim to bring out possible elements of transferability of the experience and set the second stage of work (model of research-training).

Purpose This study examines the effect of age and task complexity on the macrostructure of story production in preschool- and school-age Kuwaiti Arabic–speaking children. It also compares the children's production of core and complementary macrostructure story elements. Method A descriptive, cross-sectional research design was used to explore the participants' narrative skills. A total of 122 monolingual speakers of Kuwaiti Arabic (97 children and 25 adults) participated in this study. The children aged 4;0 to 7;11 (years;months) were randomly recruited from public schools across Kuwait. There were 24 four-year-olds (Kindergarten 1), 23 five-year-olds (Kindergarten 2), 23 six-year-olds (Grade 1), and 27 seven-year-olds (Grade 2). A group of adults was also included to establish a benchmark. Storytelling was elicited from all the participants using two sets of sequential pictures from the Edmonton Narrative Norms Instrument: a one-episode story and a more complex three-episode story (Schneider et al., 2005). Across-group comparisons were conducted to explore the effect of age, story complexity, and type of macrostructure elements on story production. Results The findings revealed a progression by age in the development of story macrostructure, but there was no effect of task complexity. Within all age groups, the core macrostructure components were mastered before the complementary elements. Conclusions The results of this study confirmed that cross-linguistic narrative measures could be used in contexts that are culturally and linguistically different with minor adaptations. The piloting of two picture-based stories showed that the shorter one-episode version may be sufficient to evaluate the language development of this age group.

Purpose This study examined child production of narrative features and of African American English (AAE) during a wordless storybook oral narrative task. Method Participants were 30 AAE-speaking African American kindergarten and 1st grade students from low- and mid-socioeconomic status homes. Story grammar (SG), story literary technique (SLT), and AAE features were examined. Results Young AAE-speaking students used a variety of SG narrative features to develop the plot in their oral stories. Students also used multiple SLT elaborative features, though some techniques were used more frequently than others. The total SLT score positively predicted the total SG score, and the individual SLTs of adverbs or adjectives, references to the main theme, and character interactions were positively correlated with the total SG score. AAE-feature production rates did not predict the total SG score. However, several individual AAE features served specific narrative functions, with the preterite had, zero past tense, zero preposition, fitna/sposeta/bouta, and double marking features often being used to relay complicating actions within the narratives. Conclusion Young children used both AAE and elaborative features in their narratives. Particular AAE features facilitated plot development, and the use of more elaborative features positively predicted higher narrative development scores.

The following study examined narrative skills in 89 poverty children, half of whom had received an infant daycare intervention (experimental) and half whom had not (control). At school entry these groups were split again with half of each group receiving school-age intervention. For each child in the sample, a child of the same sex in their classroom was chosen to form a local population sample (LPS). Children were read stories of varying thematic cohesiveness and asked both to comprehend and paraphrase the narratives in the fall and spring of the kindergarten year. The results indicated that the preschool experimental group performed better than the preschool control group on the comprehension and paraphrase of the stories in the fall but not in the spring. The LPS group was especially better able to paraphrase stories in comparison to the poverty groups. Discussion is centred on reasons for the convergence of the two poverty groups over kindergarten and the possible cultural differences that led to their poorer performance with respect to the LPS group.

Abstract The aim of the present study is to monitor the effectiveness of a new conception of early literacy curriculum (in force since September 2016) which provides – unlike the previous one – a wide range of purposeful literacy practices and literacy events. The study compares graduates of previous early childhood literacy curriculum (tested in June 2016) with children who attended kindergarten in the years 2016-2019. Several indications of early literacy development were selected especially those that are culturally more sensitive, i.e. are significantly shaped by the social environment offering the broad spectrum of reading experiences. Results show statistically significant relationship of story listening comprehension with comprehension monitoring and narrative production, especially at the level of understanding the implicit meaning. The most profound group differences were found again in narratives and implicit meaning comprehension. On the other hand, no differences were found in indicators of phonemic awareness, comprehension monitoring and understanding the explicit meaning. The results are discussed in terms of their implications to educational practice.

The article examines such an indicator of the development of language and culture as a childs elicited narrative. A narrative is a story created by a child based on a picture story or a series of pictures. The narrative allows to evaluate the childs coherent monologue speech. Narratives as primary forms of cultural texts reflect a certain national and cultural specifics. In the narrative, one can distinguish a macrostructure that determines its semantic completeness and adequacy, as well as a microstructure that assess lexical and grammatical accuracy. In our work, we studied the narratives of children from Moscow, the Republic of Sakha - Yakutia (Yakutsk and uluses) and the Republic of Tatarstan (Kazan). In addition, children performed a number of psychological tests, which made it possible to assess their level of development of executive functions and non-verbal intelligence. The main objective of the study was to identify how the factor of bilingualism influences the construction of the narrative and what other factors also influence. The study involved 765 children, including 327 boys and 438 girls ( M = 77.89 months, SD = 5.22). All children attended senior groups of kindergartens in Moscow ( n = 495), Kazan ( n = 115), the Republic of Sakha-Yakutia (Yakutsk and uluses) ( n = 155). As a result of a survey of educators and a short language test, the sample was divided into two groups: bilinguals ( n = 179 people) who communicate equally in Russian and national languages; and monolinguals (586 people) who communicate mainly or only in Russian. The results of statistical processing of the material showed that bilingualism is an important factor affecting the microstructure of narratives, however, to the greatest extent, both micro and macrostructure depend on auditory-verbal working memory. This is supported by both correlations and general linear models.

The article presents the data of the study of working memory and features of oral monologue speech in preschool children. 269 children (133 boys and 136 girls) aged 5-6 years (M=5.6 years; Sd=0.48) attending the senior group of kindergarten in Moscow were examined. Features of oral monologue speech development were studied using methods developed in the Russian neuropsychology: tasks for retelling the text and compiling the story of a series of pictures. General neuropsychological parameters, separate lexical and grammatical (morphology and syntax) indicators, macrostructure of the narrative were analyzed in the evaluation of children's responses. As a result of the correlation and cluster analysis, similar links were obtained: the level of working memory development in preschoolers is correlated with such indicators of the child's speech development as semantic completeness of the text, its adequacy, programming of speech message, the number of words and sentences in the text, the development of macrostructure and the type of narrative. Based on the results, it is concluded that the most general and global indicators of the macrostructure of the text are significantly associated with the development of working memory. At the same time, the development of verbal working memory is more associated with the development of speech in preschool children compared to visual working memory. The authors come to the conclusion that with a well-developed auditory working memory, the child's speech will be more correct lexically and grammatically.

Many children with typical development are highly sedentary, overweight/obese, and are deemed not ready for school at kindergarten entry. All of these concerns can be related to a lack of movement skill proficiency in this population. The purpose of this narrative review was to synthesize the literature examining the impact of movement skills on 5 areas of overall health: physical activity, physical fitness, body composition, self-beliefs, and executive functioning. To gain an understanding of these relationships, only studies employing an experimental or observational longitudinal design were reviewed. Although the results were limited in the number of studies available, there is evidence that movement skill may have a positive influence on these broad domains of health both naturally over the course of development and through intervention. We recommend that a universal approach to movement skill development is warranted, given the range of benefits that stem from developing proficiency in these skills.

AbstractUsing action research, this study examined the professional development of teachers through the reflections that kindergarten teachers obtain from children’s voices and the relevance between the working environment and teachers’ reflection at teacher conferences in Japan. Four teachers participated in the study. Data sources included teachers’ perspectives on imitation paper, teachers’ thoughts and reflections at conferences and during interviews, visual material, and narrative observations of children’s play. Children’s voices stimulate teachers’ reflection and provide deeper insights about diversity among children. The discussions at the conference about children’s voices showed teachers’ learning in four aspects: beliefs of play, environmental setting, understanding of children, and child–teacher relationships. In the act of listening to children’s voices, each teacher was influenced by their job positions and by the relationship within teacher groups in reflection at teacher conferences. Teachers appeared to understand each other’s beliefs by engaging in regular dialogue at conferences. This study contributed to the improvement of in-service training methods in early childhood education and care.

This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners’ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewer’s steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners.

The new paradigm of learning experiences dynamics along with the development of the world of education with increasingly complex and dynamic technology. These changes also impact the early childhood education environment, where playing as a way of learning will be strengthened again so that children are optimally fulfilled in all aspects of development. Moreover, the impact of the learning process during the Covid-19 pandemic resulted in the interruption of direct interaction with distance learning resulting in children lacking concentration and easily triggered by emotions. At the same time, early childhood is a fundamental period. The government also issued policies related to changes in learning in line with the new curriculum, namely the independent curriculum. Implementing an independent curriculum based on children's needs will be used to improve learning. This study aims to get an overview of the implementation of the independent curriculum at the Kindergarten level, especially in the city of Kediri. This study used a descriptive qualitative method with data collection techniques using observation, interviews, and documentation. Data analysis used descriptive analysis as a narrative that tells about the expected research objectives. The results of this study can be used as initial insight into how to implement an independent curriculum at the early childhood level, especially Kindergarten in the target school program for the first period, namely the age of 5-6 years.

In this study, Christopher Kliewer, Linda Fitzgerald, Jodi Meyer-Mork, Patresa Hartman, Pat English-Sand, and Donna Raschke use ethnographic methods to explore literacy development in young children considered to have significant disabilities. The study settings included nine preschool and kindergarten classrooms across five programs, all of which involved children with and without disabilities learning side-byside. Over the course of two school years, the authors observed teachers emphasizing children's narratives, and in so doing effectively fostering the citizenship of all children in the literate communities of the classrooms under study. The authors describe several themes that appeared in their data related to fostering effective literacy development in children historically segregated from rich curricular opportunities. In this effort, defining literacy as making meaning and interpreting children with disabilities as competent meaning-makers was foremost.

AbstractThis is a theoretical paper in which we describe the motivation for and the design of a novel primary physics course for student teachers at kindergarten and primary school levels that uses cognitive tools such as metaphor, analogy, and narrative. The course has been taught in the master’s program in teacher education at three Universities over the last 5 years. It is based upon a model of the experience of forces of nature that draws upon four existing frameworks in physics, narratology, cognitive linguistics, and a theory of the development of cognitive tools. In short, the course is created upon the foundations of an imaginative, metaphoric and narrative, approach to physical science in general and to forces of nature in particular. Student teachers who learn science based upon this model can more directly relate to how children themselves experience nature and become confident narrators of stories of forces of nature. We describe the notion of Force of Nature (“The Gestalt of Force of Nature”) and explain what we mean by cognitive tools (“Cognitive Tools: Tools of Imagination”) before showing in what sense modern macroscopic physics is both metaphoric and narrative at its core (“An Imaginative Approach to Physical Science”). In “A Systemic Imaginative Approach to Primary Physics”, we give an outline of what is needed in order to apply the approach to a course for primary physics for student teachers. In the final section, we will discuss some questions and challenges raised by this approach and show that it is a viable avenue to bringing together science and the humanities, both for research and for teaching.

Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies used by teachers after children answered teachers' questions. Method: Participants included 93 prekindergarten and kindergarten teachers who read aloud a standard narrative text to their class of students. All the sessions were video-recorded, transcribed, and then coded for conversational turns and teacher scaffolding strategies. Results: Descriptive findings showed great variability in the length of conversations and the extent to which teachers used scaffolding strategies. Most teacher scaffolds matched children's accuracy of response such that they provided support after incorrect responses and provided additional challenge after correct responses. Significant sequential associations were observed between the level of children's response and multiple types of scaffolds (e.g., corrective feedback scaffold after incorrect response; discussing factual questions after a correct response). Conclusions: Findings indicate that during shared reading, teachers are responsive to children's answers and are able to provide challenge or support as needed. However, teachers infrequently used scaffolding strategies like causal effects, predictions, and recasts . Given evidence that strategies such as recasts support early language skills, professional development experiences could encourage early childhood teachers to incorporate this and other key scaffolding strategies.

Culture is the life blood of a society, which influences people’s worldviews, values, and behaviours. Research has confirmed that children’s participation in culture helps develop thinking skills, builds self-esteem, and improves resilience. This paper aims to explore how a purposely designed project can foster cultural sustainability through a case study of a neighbourhood project conducted in Chinese and Norwegian kindergartens. A qualitative research methodology is utilised. Major data sources are an overall project plan prepared by one of the Norwegian university researchers, project descriptions and PowerPoint presentations from the kindergartens, as well as workshop notes taken by one researcher during the workshop, complemented and triangulated by the follow-up reflective narratives from three kindergartens. Qualitative content analysis and comparative analysis are used to analyse the collected data. Findings have indicated that kindergartens hold similar views on culture and cultural stainability. Though the actual activities are diverse and implemented in different ways, the goal of fostering cultural sustainability is achieved in all participating kindergartens. Children not only have gained knowledge of their neighbourhood and problem solving and social skills but also have developed sense of belonging and emotional link with their local culture through the active participation. More importantly, this study has indicated that purposely designed projects/activities can promote early childhood education for sustainability and quality of early childhood education. It is thus recommended cultivating student teachers’ and kindergarten teachers’ competence to design projects/activities integrating different dimensions of sustainability in early childhood teacher education

AbstractThe United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States.

Many studies have been conducted on the development of young children; however, not many have explored the cognitive processes of prereaders. The eye-tracker has been used with success to investigate the cognitive processes of young children abroad, but such studies are lacking in Malaysia. This study used an experimental procedure created with eye-tracking technology on 22 prereaders (aged 5 to 6) in a Malaysian kindergarten. The prereaders were exposed to four conditions: (1) listening to narration and viewing a congruent picture with text, (2) listening to narration and viewing an incongruent picture with text, (3) viewing a picture with text without narration, and (4) listening to narration and viewing a text. The main objective of this project is to test which content of pictures helps the students understand the narration and the text, and how they use visual attention to build a better understanding. The findings revealed that children strongly preferred pictures to texts, but when the narration was not present, they spent more time looking at the text.

The aim of this study was to investigate the contribution of visual art to thedevelopment of oral language and creative thinking of toddlers in the context of a targeted teaching intervention in a kindergarten classroom in Athens. The pupils came in contact with artworks based on Perkins’ methodical art observation model. The intervention lasted for three months and involved 20 children (15 toddlers aged 5-years-old and 5 toddlers aged 4-years-old). Language skills and creative thinking were evaluated at the beginning and at the end of the intervention. Data was collected through group discussion, interviews and children’s personal artworks. The results showed that after the intervention, substantial changes were observed in both the language skills and creative thinking of the children. In particular, children’s narratives were better in structure and quality, vocabulary was richer, and more children participated in a discussion in comparison with the beginning of the intervention. In terms of creative thinking, a higher level of hypothesis was made, more ideas were produced, and mainly more visual works based on the observed works of art were produced by the children. This paper contributes to research into the development of oral language skills and creative thinking, highlighting the relationship between visual arts and the development of toddlers’ basic preschool skills.

The ability to tell stories needs to be trained in early childhood to learn to express their thoughts, needs, and emotions. The purpose of the study was to analyze the initial ability of storytelling that is owned by children aged 5-6 years so that it can be taken into consideration in determining the learning media to be made. The place of the study was conducted at Al Iman Kindergarten in East Jakarta from January - December 2016. The research method used was quantitative by using a storytelling ability test that was distinguished by language and non-language aspects. Data analysis techniques are carried out using descriptive statistics. The results of the research are indicators of storytelling abilities derived from language and non-language aspects. Based on the results of the storytelling ability test obtained if most children are still not good in the language and non-language aspects. Recommendations for further research are expected to develop learning media that train children’s storytelling skills for the better. References: Berkowitz, D. (2011). Oral storytelling: Building community through dialogue, engagement, and problem-solving. YC Young Children, 66(2), 36-41. https://eric.ed.gov/?id=EJ930387 Djaali & Muljono, (2008). Pengukuran dalam bidang pendidikan. Jakarta: Grasindo. Fekonja-Peklaj, U., Marjanovič-Umek, L., & Kranjc, S. (2010). Children’s storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55–73.doi:10.1080/13502930903520058 Kervin, L. & Mantei, J. (2016). Digital storytelling: Capturing children’s participation in preschool activities. Issues in Educational Research, 26(2), http://www.iier.org.au/iier26/kervin.pdf Lenox, M. F. (2000). Storytelling for young children in a multicultural world. Early Childhood Education Journal, 28(2), 97–103. doi:10.1023/a:1009599320835 Maidar G. A. & Mukti U.S. (1988). Pembinaan kemampuan berbicara. Jakarta: Erlangga. Miller, S. & Pennycuff. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36 – 43. http://wmpeople.wm.edu/asset/index/mxtsch/storytelling Nurgiyantoro, B. (2010). Penilaian pembelajaran bahasa berbasis kompetensi. Yogyakarta: BPFE. Pekdoğan, S. (2016). Investigation of the effects of story-based social skills training program on the social skill development of 5-6-year-old children. Education and Science, 41, 183, 305-318. https://eric.ed.gov/?id=ED573653 Schneider, P., Rivard, R., & Debrueil, B. (2011). Does colour affect the quality or quantity of children’s stories elicited by pictures?. Child Language Teaching and Therapy, 27, 2-3. https://rehabilitation.ualberta.ca//media/rehabili-tation/faculty-site/departments/csd/documents/enni/bw-colour-final-version.pdf Setiati, L., Sunarto, P. & Setiawan, P. (2011). Komunikasi gambar bercerita pada buku belajar baca anak taman kanak-kanak. ITB J. Vis. Art & Des, 5(1), http://download.portalgaruda.org/article.php?article=312143&val=7392&title=Komunikasi%20Gambar%20Bercerita%20 pada%20Buku%20Belajar%20Baca%20Anak%20Taman%20Kanak-Kanak Silva, M., Strasser, K., & Cain, K. (2014). Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives. Early Childhood Research Quarterly, 29, 205–213 http://repositorio.uchile.cl/bitstream/han-dle/2250/124436/Early-narrative-skillsin-Chilean-preschool-Questions-scaffoldthe-production-of-coherent-narratives.pdf?sequence=1 Stadler, M. A., & Ward, G. C. (2006). Supporting the Narrative Development of Young Children. Early Childhood Education Journal, 33(2), 73–80. doi:10.1007/s10643-005-0024-4 Tayler, C. (2015). Learning in early childhood: Experiences, relationships and ‘learning to be.’ European Journal of Education. 50(2). http://onlinelibrary.wiley.com/doi/10.1111/ejed.12117/full Whorrall, J., & Cabell, S. Q. (2015). Supporting Children’s Oral Language Development in the Preschool Classroom. Early Childhood Education Journal, 44(4), 335–341. doi:10.1007/s10643-015-0719-0 Willis, C. A., & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC young children, 66(1), 42-49. CCCNS NoG-090-Wil/YC. Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community building activity in an early childhood classroom. Early Childhood Education Journal, 41, 197–210. doi: http://dx.doi.org/10.4135/9781483340333.n391

The paper presents and discusses findings from a recent empirical study involving 40 Turkish children aged between 4 and 6 years attending two kindergartens in Berlin in the districts of Wedding and Neukölln. They were tested for their knowledge and comprehension of different grammatical categories in Turkish. Children from Wedding were found to be much better in their knowledge of the grammatical categories in their mother tongue. The differences are statistically significant F (1, 32) = 6. 6258, p = 0. 01488 (p< 0.05). The children from the kindergarten in Neukölln demonstrated lower results in Turkish grammar comprehension and thus their achieved literacy in L1. References Bagdoshvili, S. (2010) Turkish Migrants in Germany. Unpublished MA Thesis. Tbilisi: Institute of European Studies. Barac, R., Bialystok, E. (2012) Bilingual effects on cognitive and linguistic development: role of language, cultural background, and education. Child Development, 83(2), 413-422. Çakir, M. (2002) The use of Turkish as the mother tongue in multicultural settings in Germany. Anadolu University Journal of Social Sciences, 2(1), 39-58 Cummins, J. (2001). Bilingual children’s mother tongue: Why is it important for education? Rights and responsibilities of educators of bilingual-bicultural children. In: Making a Difference in the Lives of Bilingual-Bicultural Learners, (pp. 15-20). L.D. Soto, ed. New York: Peter Lang. Cummins, J. (2016) Intercultural education and academic achievement: a fraimwork for school based policies in multilingual schools. Intercultural Education, 26(6), 455-468. Haug, S. et al. (2009) Muslimisches Leben in Deutschland. Nurnberg. Horrocks, D. and Kolinsky, E. (1996) Turkish Culture in German Society Today. Oxford: Berghahn Books. Johnston, J. (2015) Factors that influence language development. In: Encyclopedia of Early childhood development [online], Tremblay, R. E., Boivin, M., Peters R. De V., (eds.). Retrieved from: http://www.child-encyclopedia.com/language-development-and-literacy/according-experts/factors-influence-language-development. Schmitz, Anke and Olfert Helena (2013): Minderheitssprachen im deutschen Schulwesen – Eine Analyse der Implementierung allochthoner und autochthoner Sprachen. Zeitschrift für Fremdsprachenforschung, 24(2), 203-227. Skutnabb-Kangas (2005) Skutnabb-Kangas, Tove (2005). Linguistic Genocide. In: Encyclopedia of Genocide and Crimes Against Humanity, 3 Volumes, (pp. 653-654). Shelton, D. (ed.). New York: Macmillan Reference, USA. Treffers-Daller J., Sumru Özsoy, A., Roeland van Houtet, R. (2007) (In)Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: An analysis of complex embeddings in narratives. The International Journal of Bilingual Education and Bilingualism, 10(3), 248-276. Yazıcı, Z. (1999). Almanya ve Turkiye’de Anaokuluna Devam Eden 60-76 Aylar Arasındaki Turk Cocuklarının Dil Geli’imi ile Okuma Olgunlugˇu Arasındakiıliskinin Incelenmesi [Investigation of connections between language development and reading readiness ofTurkish nursery school children aged 60-76 months in Germany and Turkey]. Ph.D. thesis, Gazi University. Yazıcı, Z., İlter, B., & Glover, P. (2010). How bilingual is bilingual? Mother-tongue proficiency and learning through a second language. International Journal of Early Years Education, 18(3), 259-268.

Objectives The purpose of this study is to examine the perceptions and needs of the director and teachers for child-centered STEAM play program that is made into a narrative, and to analyze the differences in perceptions and needs between the director and teachers. Methods In order to achieve the purpose of this study, 36 directors, 240 teachers, and a total of 276 early childhood teachers who agreed to participate in the study were surveyed among early childhood teachers in kindergartens in Seoul, Busan, Gangwon, and Gyeongnam. For data processing and analysis, frequency analysis, cross- analysis, chi-square (x2) test, descriptive statistical analysis, and independent sample t-test were performed. Results First, both the director and teachers were generally well aware of STEAM education for young children, and it was found that they recognized the need for the child-centered STEAM play program made of narrative. Second, it was found that both the director and the teacher had diverse needs for the development and operation of the child-centered STEAM play program made of narrative. Third, both the director and teachers showed high demands for teacher training related to the child-centered STEAM play program. Conclusions Through the results of this study, the importance and demand for the child-centered STEAM play program created as a narrative in the 2019 revised Nuri-Curriculum, which is an child-centered⋅play-centered curriculum, was confirmed. Therefore, the researchers propose to develop and operate an child-centered STEAM play program that creates a narrative based on the results of this study.

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research was aimed to determine the teacher's communication patterns in learning in kindergarten class A. This study uses qualitative research and the type of phenomenological research. Data collection techniques in this study were carried out using direct observation techniques, interviews, and documentation. Research data found from data collection techniques will be elaborated in narrative form. The results showed that there was a pattern of teacher communication in the learning process in children. The pattern of communication carried out by the teacher in learning is that it can stimulate aspects of child growth and development.</p><p class="Abstract"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui pola komunikasi guru dalam pembelajaran pada<em> </em>anak Taman Kanak-kanak kelas A. Penelitian ini merupakan penelitian kualitatif dan jenis penelitian fenomenologi. Teknik pengumpulan data dalam penelitian ini dilakukan dengan menggunakan teknik pengamatan langsung, wawancara, dan dokumentasi. Data penelitian yang ditemukan dari teknik pengumpulan data akan dijabarkan dalam bentuk narasi. Hasil penelitian ditunjukkan bahwa mengetahui adanya pola komunikasi guru dalam kegiatan pembelajaran pada anak. Pola komunikasi yang dilakukan guru pada kegiatan pembelajaran yaitu dapat menstimulus aspek pertumbuhan dan perkembangan anak.</p></td></tr></tbody></table></div>

This study used a small stories research narrative paradigm to examine social media posts that focused on efforts to sustain the delivery of early childhood education during COVID. Inductive and deductive content analysis focused on 1303 posts from 177 government officials and 1126 individual users (including preschools, kindergartens, teachers, and parents). The results include an analysis of conversational data that document implementation of the national policy to promote continuity of young children’s learning, including digital resources used, learning content, and teaching approaches. Actor-centric contextual factors determined the success of delivering instruction remotely; however, other contextual components created the conditions that necessitated adaptation of instruction. The COVID outbreak (chrono-level) led to shifts in education delivery and informed national policy (macro-level), influenced the teachers’ and parents’ work contexts (exo-level), enhanced home-school collaboration (meso-level), and required implementation of technological solutions to support children’s learning (micro-level). Contributions to theory, methodology, and practice are discussed.

Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). 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Retelling story is the simplest part of narrative skill in early-aged children. This study aims to understand the learning process to improve skill of retelling story of kindergarten school using series picture in TK Negeri Pembina Kabupaten Sragen. This study is a classroom action research consisted of two cycles and directly conducted in teaching process by teacher. In this study the teaching learning process adopted storytelling technique using media of series picture which students can listen and try to use picture at the same time. By those ways, students are supposed to be able to retell a story they have listened to as a response and an improvement of language development aspect. The data gathered in this study is analyzed using descriptive quantitative method by comparing the pre-condition to with results from cycle I and cycle II. The finding shows that in cycle I indicating an improvement of passing grade criteria from pre condition which is 15,38% to 30,77% at the end of the cycle I and after treatment which student actively try to retell the criteria move to 69,23% at the end of cycle II. It proven that series picture is effective to improve retelling skill of kindergarten student. Keyword : storytelling, series picture, retelling skill Menceritakan kembali merupakan bagian paling sederhana dari keterampilan bercerita anak usia dini. Penelitian ini bertujuan untuk mengetahui proses pembelajaran dalam rangka meningkatkan keterampilan anak dalam menceritakan kembali isi cerita yang telah diceritakan dengan menggunakan gambar seri di TK Negeri Pembina Kabupaten Sragen. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus dan dilakukan secara langsung dalam proses kegiatan pembelajaran yang dilakukan oleh guru. Dalam penelitian ini, proses pembelajaran dilakukan dengan menggunakan teknik bercerita dengan menggunakan alat peraga buku cerita gambar seri dimana anak-anak dapat mendengarkan dan mencoba menggunakan gambar di saat bersamaan. Dengan mendengarkan dan melihat guru bercerita, diharapkan mampu mencertakan kembali isi cerita sebagai bentuk respon dan pengembangan kemampuan berbahasa. Data yang diperoleh dianalisis dengan menggunakan metode analisis deskriptif kuantitatif dengan membandingkan kondisi awal siswa serta hasil dari siklus I dan siklus II. Hasil penelitian ini adalah pada siklus pertama terjadi peningkatan dari kondisi awal yang hanya memiliki ketuntasan 15,38% menjadi 30,77% pada akhir siklus I kemudian setelah diberikan perlakuan dimana siswa aktif mencoba bercerita bergantian ketuntasan meningkat lagi menjadi 69, 23% pada akhir siklus II. Hal ini membuktikan bahwa gambar seri dianggap efektif meningkatkan kemampuan anak didik dalam menceritakan kembali isi cerita yang telah diceritakan guru. Kata kunci: bercerita, gambar seri, kemampuan menceritakan kembali.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools. Journal of Primary Education, 9(3), 238–247. https://doi.org/10.15294/jpe.v9i3.39950 Badmus, O. (2018). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. In Contemporary Issues in Science, Technology, Engineering, Arts and Mathematics Teacher Education in Nigeria. Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111. https://doi.org/10.1080/09669760.2017.1287061 Broadhead, P. (2003). Early Years Play and Learning. In Early Years Play and Learning. https://doi.org/10.4324/9780203465257 Canning, N. (2010). The influence of the outdoor environment: Den-making in three different contexts. European Early Childhood Education Research Journal, 18(4), 555–566. https://doi.org/10.1080/1350293X.2010.525961 Clapp, E. P., Solis, S. L., Ho, C. K. N., & Sachdeva, A. R. (2019). Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda. Encyclopedia of Educational Innovation, 1–4. https://doi.org/10.1007/978-981-13-2262-4_54-1 Colucci, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA Research Commission, August, 1–105. https://doi.org/10.13140/RG.2.2.22452.76161 Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to Monitor Creativity. Creativity Research Journal, 30(3), 233–240. https://doi.org/10.1080/10400419.2018.1488195 Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678 Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913.2017.1292973 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, Issue February, pp. 1–5). OISE University of Toronto. DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 Dell’Erba, M. (2019). Policy Considerations for STEAM Education. Policy Brief, 1–10. Doyle, K. (2019). The languages and literacies of the STEAM content areas. Literacy Learning: The Middle Years, 27(1), 38–50. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133954204&site=ehost-live&scope=site Edwards, S. (2017). Play-based learning and intentional teaching: Forever different? Australasian Journal of Early Childhood, 42(2), 4–11. https://doi.org/10.23965/ajec.42.2.01 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fesseha, E., & Pyle, A. (2016). Conceptualising play-based learning from kindergarten teachers’ perspectives. International Journal of Early Years Education, 24(3), 361–377. https://doi.org/10.1080/09669760.2016.1174105 Finch, C. R., Frantz, N. R., Mooney, M., & Aneke, N. O. (1997). Designing the Thematic Curriculum: An All Aspects Approach MDS-956. 97. Gess, A. H. (2019). STEAM Education. STEAM Education, November, 2011–2014. https://doi.org/10.1007/978-3-030-04003-1 Gronlund, G. (n.d.). “ Addressing Standards through Play-Based Learning in Preschool and Kindergarten .” Gronlund, G. (2015). Planning for Play-Based Curriculum Based on Individualized Goals to Help Each Child Thrive in Preschool and Kindergarten Gaye Gronlund. Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Education, 6(3), 37–52. Hapidin, Pujianti, Y., Hartati, S., Nurani, Y., & Dhieni, N. (2020). The continuous professional development for early childhood teachers through lesson study in implementing play based curriculum (case study in Jakarta, Indonesia). International Journal of Innovation, Creativity and Change, 12(10), 17–25. Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, April, 1–76. gov.nl.ca/edu Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11 Inglese, P., Barbera, G., La Mantia, T., On, P., Presentation, T., Reid, R., Vasa, S. F., Maag, J. W., Wright, G., Irsyadi, F. Y. Al, Nugroho, Y. S., Cutter-Mackenzie, A., Edwards, S., Moore, D., Boyd, W., Miller, E., Almon, J., Cramer, S. C., Wilkes-Gillan, S., … Halperin, J. M. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. PLoS ONE, 2(3), 9–25. https://doi.org/10.1586/ern.12.106 Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, FEBRUARY 2011, 163. https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321 Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 37–63. McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio, 22(1), 33. https://doi.org/10.18296/ecf.0050 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194. Rolling, J. H. (2016). Reinventing the STEAM Engine for Art + Design Education. Art Education, 69(4), 4–7. https://doi.org/10.1080/00043125.2016.1176848 Sancar-Tokmak, H. (2015). The effect of curriculum-generated play instruction on the mathematics teaching efficacies of early childhood education pre-service teachers. European Early Childhood Education Research Journal, 23(1), 5–20. https://doi.org/10.1080/1350293X.2013.788315 Sawangmek, S. (2019). Trends and Issues on STEM and STEAM Education in Early Childhood. Képzés És Gyakorlat, 17(2019/3-4), 97–106. https://doi.org/10.17165/tp.2019.3-4.8 Science, A. I. (n.d.). STEM Project-Based Learning. Spencer, R., Joshi, N., Branje, K., Lee McIsaac, J., Cawley, J., Rehman, L., FL Kirk, S., & Stone, M. (2019). Educator perceptions on the benefits and challenges of loose parts play in the outdoor environments of childcare centres. AIMS Public Health, 6(4), 461–476. https://doi.org/10.3934/publichealth.2019.4.461 Taylor, J., Bond, E., & Woods, M. (2018). A Multidisciplinary and Holistic Introduction. Varun A. (2014). Thematic Approach for Effective Communication in Early Childhood Education Thematic Approach for effective communication in ECCE. International Journal of Education and Psychological Research (IJEPR), 3(3), 49–51. https://www.researchgate.net/publication/289868193 Wang, X., Xu, W., & Guo, L. (2018). The status quo and ways of STEAM education promoting China’s future social sustainable development. Sustainability (Switzerland), 10(12). https://doi.org/10.3390/su10124417 Whitebread, D. D. (2012). The Importance of Play. Toy Industries of Europe, April, 1–55. https://doi.org/10.5455/msm.2015.27.438-441 Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298 Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Whitebread, Solis, S. L., & David. (2017). Learning through play : a review of the evidence (Issue November). The LEGO Foundation.

This project aimed to describe oral narrative retells of Spanish-English speaking dual language learners (DLLs) and examine relationships with standardized vocabulary assessments. Investigators described oral narrative retells of 145 DLLs in kindergarten and first grade by number of different words (NDW), words per minute (WPM), and macrostructural components. Hierarchical regression analyses were used to examine relationships between narrative retells and standardized vocabulary performance. Children in first grade showed significantly better narrative retells than kindergarten DLLs, characterized by greater NDW and WPM, and more macrostructural components. Regression results indicated NDW accounted for the majority of the unique variance in DLLs’ performance on standardized vocabulary assessments. Findings substantiate that narrative retells are educationally relevant tools in predicting performance on a standardized English vocabulary assessment. The study contributes to knowledge of narrative performance of typically developing DLLs and supports the utility of retells in assessment of DLLs.

Uncontrolled behavior in children with special needs with ADHD is still a phenomenon because they have not received proper services. Parents and teachers need to find the right way to serve children with ADHD to optimize their potential from an early age. This study aims to determine the pattern of teacher services provided to ADHD children in kindergartens. The service pattern provided to ADHD children can help teachers provide stimulation in accordance with the children’s needs.This study was conducted in six kindergartens located in Sleman Regency, Yogyakarta City, and Bantul Regency. The qualitative narrative method was employed in this study. The data of this study were collected through observation of ADHD children in six kindergartens and interviews with teachers. The research subjects were six children, and the data analysis technique used was the qualitative descriptive. The research results are divided into two parts. The first part is regarding the service pattern provided by teachers for children with ADHD with combined presentation (inattention and hyperactivity-impulsivity), predominantly inattentive presentation (inattention) and predominantly hyperactive-impulsive presentation. Meanwhile, the second part describes how the teachers treat children with ADHD while they are among their peers and the implication of holistic therapy given to ADHD children. The types of games given to ADHD children are mostly to practice logic, focus, and patience for example, games requiring gross motor and fine motor skills.

The existence of several early childhood education institutions in Indonesia, such as in the Riau Province region, often faces the risk of catastrophic floods overflowing the Kampar River resulting in casualties. The results of preliminary research found that children lacked insight into flood disaster mitigation, and schools did not have appropriate mitigation programs or media. This study aims to develop a product in the form of an E-Comic to introduce flood disaster mitigation in a practical and effective early childhood education. Research and development procedures in this study using the ADDIE model. The data collection techniques for this study were the results of expert validation, practicality tests, and media effectiveness tests on children aged 5-6 years using the mitigation understanding instrument and descriptive statistical analysis of Aiken's V validation. Flood disaster is very suitable for use in early childhood learning, with the average Aiken's V result by material experts is 89% and media expert is 96%. E-Comic practicality with an average percentage of 85.5% and effectiveness test results with an average value of 90%. It can be concluded that the E-Comic introduction of flood disaster mitigation in Kindergarten children is suitable for use as a learning medium and has a practical and effective quality. Keywords: E-Comic, Flood Disaster Mitigation References: Apriyani, R., Sumarni, S., & Rukiyah, R. (2018). Pengembangan Media Pembelajaran Komik Tema Alam Semesta untuk Anak. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 9(2), 110–124. https://doi.org/10.17509/cd.v9i2.11004 Azizah, N., & Khanafiyah, S. (2014). Pengaruh Komik Sains dalam Pembelajaran IPA terhadap Pengembangan Karakter Siswa di Kecamatan Semarang Tengah. 3(3), 34–42. https://doi.org/10.15294/upej.v3i3.4329 Bolton-Gary, C. (2012). Connecting Through Comics: Expanding Opportunities for Teaching and Learning. 7. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6 Courtis, A. (2012). Tech Module: Using Comic Life in the Classroom. 61. S. Syarah, E. Yetti, L. Fridani, Yufiarti, Hapidin, B. Pupala. (2019). Electronic Comics in Elementary School Science Learning for Marine Conservation. Jurnal Pendidikan IPA Indonesia, 8(4). https://doi.org/10.15294/jpii.v8i4.19377 Ersoy, Ş., & Koçak, A. (2016). Disasters and earthquake preparedness of children and schools in Istanbul, Turkey. Geomatics, Natural Hazards and Risk, 7(4), 1307–1336. https://doi.org/10.1080/19475705.2015.1060637 Haynes, K., & Tanner, T. M. (2015). Empowering young people and strengthening resilience: Youth-centred participatory video as a tool for climate change adaptation and disaster risk reduction. Children’s Geographies, 13(3), 357–371. https://doi.org/10.1080/14733285.2013.848599 Permendikbud no 137, Pub. L. No. no 137 (2014). Kousky, C. (2016). Impacts of Natural Disasters on Children. The Future of Children, 26(1), 73–92. https://doi.org/10.1353/foc.2016.0004 Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712 Martin, M.-L. (2010). Child Participation in Disaster Risk Reduction: The case of flood-affected children in Bangladesh. Third World Quarterly, 31(8), 1357–1375. https://doi.org/10.1080/01436597.2010.541086 Melliou, K., Moutafidou, A., & Bratitsis, T. (2014). Digital Comics Use to Develop Thinking Dispositions in Early Childhood Education. 2014 IEEE 14th International Conference on Advanced Learning Technologies, 502–504. https://doi.org/10.1109/ICALT.2014.148 Mitchell, T., Tanner, T., & Haynes, K. (2009). Children as agents of change for Disaster Risk Reduction: Lessons from El Salvador and the Philippines. 48. Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience—An Introduction. Understanding Vulnerability, 30. Pfefferbaum, B., Pfefferbaum, R. L., & Van Horn, R. L. (2018). Involving children in disaster risk reduction: The importance of participation. European Journal of Psychotraumatology, 9(sup2), 1425577. https://doi.org/10.1080/20008198.2018.1425577 Save the Children UK. (2006). Child Protection During Floods in Bangladesh. The Save the Children Fund. Schipper, L., & Pelling, M. (2006). Disaster risk, climate change and international development: Scope for, and challenges to, integration: Disaster Risk, Climate Change and International Development. Disasters, 30(1), 19–38. https://doi.org/10.1111/j.1467-9523.2006.00304.x Syarah, E. S., Yetti, E., & Fridani, Lara. (2018). Pengembangan Media Komik Elektronik untuk Meningkatkan Pemahaman Konservasi Kelautan Anak Usia Dini. 12, 10. Tanner, T. (2010). Shifting the Narrative: Child-led Responses to Climate Change and Disasters in El Salvador and the Philippines: Child-led Responses to Climate Change and Disasters. Children & Society, 24(4), 339–351. https://doi.org/10.1111/j.1099-0860.2010.00316.x Tuladhar, G., Yatabe, R., Dahal, R. K., & Bhandary, N. P. (2014). Knowledge of disaster risk reduction among school students in Nepal. Geomatics, Natural Hazards and Risk, 5(3), 190–207. https://doi.org/10.1080/19475705.2013.809556 Versaci, R. (2001). How Comic Books Can Change the Way Our Students See Literature: One Teacher’s Perspective. The English Journal, 91(2), 61. https://doi.org/10.2307/822347 Wasliyah, S. (2018). Komik Bencana Meningkatkan Sikap Kesiapsiagaan Bencana pada Anak Sekolah Dasar Negeri Bulakan Kecamatan Gunung Kencana Banten Selatan Tahun 2017. Jurnal Medikes (Media Informasi Kesehatan), 5(1), 30–39. https://doi.org/10.36743/medikes.v5i1.39

Purpose: Analysis of narrative language samples is a recommended clinical practice in the assessment of children's language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell, collected in kindergarten, and an oral language factor in grades kindergarten through 3. Our specific questions were to determine the extent to which metrics from narrative language sample analysis are concurrently related to language in kindergarten and predict language through Grade 3. Method: Participants were a sample of 284 children who were administered a narrative retell task in kindergarten and a battery of vocabulary and grammar measures in kindergarten through Grade 3. Language samples were analyzed for number of different words, mean length of utterance, and a relatively new metric, percent grammatical utterances (PGUs). Structural equation models were used to estimate the concurrent and longitudinal relationships. Results: The narrative language sample metrics were consistently correlated with the individual vocabulary and grammar measures as well as the language factor in each grade, and also consistently and uniquely predicted the language factor in each grade. Standardized path estimates in the structural equation models ranged from 0.20 to 0.39. Conclusions: This study found narrative language sample metrics to be predictive, concurrently and longitudinally, of a latent factor of language from kindergarten through Grade 3. These results further validate the importance of collecting and analyzing narrative language samples, to include PGU along with more traditional metrics, and point to directions for future research. Supplemental Material: https://doi.org/10.23641/asha.17700980

ABSTRACTThe present study investigated the contribution of cognitive, linguistic, and contextual factors to the narrative production of Norwegian second language learners. We assessed cognitive ability and first and second language proficiency in 66 kindergarten children with Urdu/Punjabi as their first language. Number of children's books in the home and time spent in kindergarten were treated as contextual factors. Oral narration was assessed in Grade 1. A series of fixed-order hierarchical regression analyses displayed a complex relationship among cognitive, linguistic, and contextual factors and various facets of narrative production of young second language learners; nonverbal ability and books in the home predicted the mastering of story (macro)structure, while linguistic (vocabulary and grammar) and both contextual variables predicted microaspects of narrative proficiency. The results suggest that combining home book reading practices, kindergarten attendance, and second language interventions might improve language minority children's narrative production and chances of school success.

Dyscalculia, or mathematics learning disability, has received growing attention in recent years. Working memory and number sense are hypothesized to form important determinants of dyscalculia, but longitudinal assessments of number sense in children with or at-risk for dyscalculia are scarce. The current study investigated number line development in first and second grade, in addition to kindergarten predictors and mathematical proficiency as an outcome. Children (n = 396) could be divided into three latent growth classes: at-risk, catch-up, and typical, based on their number line development. Growth was predicted by kindergarten number sense and verbal working memory. According to the class to which they were assigned, children differed in mathematical proficiency at the end of grade 2. The current study makes an important contribution to the understanding of risk for dyscalculia, showing that children at-risk can be distinguished based on their number line development, and that kindergarten variables are predictive of subsequent development.

In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children’s character reading in first grade was not predicted from phonological awareness in kindergarten. However, visual discrimination showed an indirect effect on Grade 1 character reading via its effect on kindergarten character reading. It can be concluded that both kindergarten visual discrimination and character reading ability facilitate first-grade reading ability for children in Mainland China.