To see the other types of publications on this topic, follow the link: Narratives, Preschoolers, School Age Children.
Journal articles on the topic 'Narratives, Preschoolers, School Age Children'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Narratives, Preschoolers, School Age Children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Orsolini, Margherita, Franca Rossi, and Clotilde Pontecorvo. "Re-introduction of referents in Italian children's narratives." Journal of Child Language 23, no. 2 (June 1996): 465–86. http://dx.doi.org/10.1017/s0305000900008886.
Full textAbstract:
ABSTRACTIn this study we investigate the re-introduction of referents in the Frog stories told by Italian children aged 4–10 (N = 100). We found that for every age group full nouns are the most frequent forms used for reference re-introduction. Null forms, such as clitic pronouns or person/number inflection on the verb, are the second most frequent forms. A detailed analysis of null forms shows that children of different ages exploit different properties of the verbal and non-verbal context which can make a referent predictable. Compared to preschoolers, elementary school children are more likely to use null forms when the semantic content of the verb, or the structure of the preceding text make referents inferrable. On the other hand, preschoolers tend to exploit the importance of a character in the story plot, or the visual availability of the referent in the non-verbal context, as properties that make an entity salient enough to prevent the speaker from using overt linguistic forms such as full nouns. Our study confirms results of previous research, showing that elementary school children are more competent than preschoolers in integrating the semantic content of the current utterance into the context generated by previous discourse.
2
EISMONT, POLINA M. "NARRATIVE TOPIC IN ORAL STORIES BY PRESCHOOLERS AND YOUNGER SCHOOLERS." Cherepovets State University Bulletin 6, no. 99 (2020): 165–74. http://dx.doi.org/10.23859/1994-0637-2020-6-99-14.
Full textAbstract:
A narrative topic is a means of the communicative text organization, expressed by adverbs of place or time, that are located at the beginning of an utterance and do not carry any communicative function within the information structure of the utterance itself. An experimental study of oral unprepared stories produced by children of senior preschool and primary school age has shown that a narrative topic appears in their narratives only when the narrator cannot construct a text in advance and is forced to describe events simultaneously with their observation.
3
GAGARINA, NATALIA. "Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 91–122. http://dx.doi.org/10.1017/s0142716415000430.
Full textAbstract:
ABSTRACTThe goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.
4
Bitetti, Dana, Carol Scheffner Hammer, and Lisa M. López. "The narrative macrostructure production of Spanish–English bilingual preschoolers: Within- and cross-language relations." Applied Psycholinguistics 41, no. 1 (October 15, 2019): 79–106. http://dx.doi.org/10.1017/s0142716419000419.
Full textAbstract:
AbstractDespite the importance of understanding the narrative abilities of bilingual children, minimal research has focused on Spanish–English bilingual preschoolers. Therefore, this study examined the cross-language macrostructure and within-language microstructure relations in the English and Spanish narratives of bilingual preschoolers and examined whether language dominance impacted these relations. Narratives were elicited from 200 preschool-aged children of Latino heritage. Microstructure measures included the number of different words, the mean length of utterance in words, and the subordination index. The narrative scoring scheme measured macrostructure (Heilmann, Miller, Nockerts, & Dunaway, 2010). Using standardized language testing of expressive vocabulary and sentence comprehension, the children were classified into two groups: balanced dominance and Spanish dominant. Results revealed that English macrostructure and Spanish macrostructure were not related after controlling for microstructure measures within languages. Children’s microstructure abilities in each language were strongly related to their macrostructure abilities within that language. Dominance did not moderate these relations. Consistent with previous research on school-age children, vocabulary was a unique predictor of macrostructure production. This study highlights the additional importance of utterance length within both languages to macrostructure during the preschool years. The absence of unique cross-language macrostructure relations and the absence of dominance group moderation may have been due to the immaturity of the children’s narratives.
5
Дорошенко and O. Doroshenko. "Encouraging Creative Speech Activity in Preschool Age." Modern Communication Studies 4, no. 4 (August 10, 2015): 38–40. http://dx.doi.org/10.12737/12866.
Full textAbstract:
The article considers the main stages of forming skills of creative narrative
(story-telling) in pre-school age children; are listed effective techniques to
stimulate creative preschoolers’ speech activity.
6
Li, Jin. "‘‘I learn and I grow big’’: Chinese preschoolers’ purposes for learning." International Journal of Behavioral Development 28, no. 2 (March 2004): 116–28. http://dx.doi.org/10.1080/01650250344000325.
Full textAbstract:
Despite much research on Chinese children’s learning achievement, little research exists on their early development of beliefs about learning. This study examined the perceptions of purposes for and affective and value expression toward learning among 129 Chinese preschoolers aged 3–6 years. To tap culturally valid perspectives, free narratives prompted by story beginnings and responses to probes about books and school scenarios were collected and analysed both qualitatively and quantitatively. We identified four types of benefits from learning that children revealed: (1) Intellectual benefits emphasising acquisition of skill, continuous personal growth, and ‘‘a lot’’ of knowledge; (2) respect/admiration for learning; (3) social benefits for others; and (4) economic benefits. Children also expressed highly positive feelings and value toward learning. These trends increased with age. The findings are discussed in light of Chinese cultural values of learning and their influence on children’s development of beliefs about learning.
7
Dicataldo, Raffaele, Elena Florit, and Maja Roch. "Fostering Broad Oral Language Skills in Preschoolers from Low SES Background." International Journal of Environmental Research and Public Health 17, no. 12 (June 23, 2020): 4495. http://dx.doi.org/10.3390/ijerph17124495.
Full textAbstract:
Socioeconomic disparities increase the probability that children will enter school behind their more advantaged peers. Early intervention on language skills may enhance language and literacy outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic Status) children. This study aimed to analyze the feasibility and effectiveness of a brief narrative-based intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers (N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have shown that children in treatment group obtained greater gains than children in control group in almost all intervention-based measures. There is also some evidence for the generalizability of the intervention to other skills not directly trained during the intervention. Moreover, it was found that children’s initial vocabulary mediates the intervention’s responsiveness showing that children with high vocabulary made greater gains in higher-level components of language comprehension, whereas children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest that a relatively brief, but quite intensive narrative-based intervention, may produce improvements on broad oral language skills in preschoolers from low-SES backgrounds.
8
Кючуков Хрісто and Віллєрз Джіл. "Language Complexity, Narratives and Theory of Mind of Romani Speaking Children." East European Journal of Psycholinguistics 5, no. 2 (December 28, 2018): 16–31. http://dx.doi.org/10.29038/eejpl.2018.5.2.kyu.
Full textAbstract:
The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind.
References
Bakalar, P. (2004). The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV, (3&4), 291-300.
Bedore L.M., Peña E.D., García, M. & Cortez, C. (2012). Conceptual versus monolingual scoring: when does it make a difference? J Speech Lang Hear Res 55(1), 1-15.
Berko, J. (1958). The Child's Learning of English Morphology. Word 14, 150-177.
Berman, R. & Slobin, D. (2009). Relating Events in Narrative: A Cross-Linguistic developmental Study, vol. 1. New York and London: Psychology Press.
Bialystok, E. (2001). Bilingualism in development: Language literacy and cognition. Cambridge University Press: Cambridge.
Bialystok, E. & Craik, F. (2010). Cognitive and Linguistic processing in the bilingual mind. Current Directions in Psychological Science, 19, (1), 19-23.
Bialystok, E., Craik, F., and Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45, 459-464.
Brucker, J. L. (n.d). A study of Barriers to Educational Attainment in the Former Yugoslav Republic of Macedonia. www.unicef.org/ceecis/Roma_children.pdf
Bruner, J. (1986). Actual mind, possible worlds. Cambridge: Harvard University Press.
Carlson, S. & Meltzoff, A. (2008). Bilingual Experience and Executive Functioning. Bilingualism: Language and Cognition, 6 (1), 1-15.
Chen, C. & Stevenson. H. (1988). Cross-Linguistic Differences in Digit Span of Preschool Children. Journal of Experimental Child Psychology 46, 150-158
Conti-Ramsden, S., Botting, N. & Faragher, B. (2001). Psycholinguistic Marker for specific Language Impairment (SLI). Journal of Language Psychology and Psychiatry, 42 (6), 741-748.
Curenton, S. M. (2004). The association between narratives and theory of mind for low-income preschoolers. Early Education and Development, 15 (2), 120–143.
Deen, Kamil Ud (2011). The Acquisition of the Passive. In de Villiers, J. & T. Roeper. (eds) Handbook of Generative Approaches to Language Acquisition (pp. 155-188). Amsterdam: John Benjamins Publisher.
de Villiers, J., Pace, A., Yust, P., Takahesu Tabori, A., Hirsh-Pasek, K., Golinkoff, R. M., Iglesias, A., & Wilson, M.S. (2014). Predictive value of language processes and products for identifying language delays. Poster accepted to the Symposium on Research in Child Language Disorders, Madison, WI.
de Villiers, J. G. (2015). Taking Account of Both Languages in the Assessment of Dual Language Learners. In Iglesias, A. (Ed) Special issue, Seminars in Speech, 36 (2) 120-132.
de Villiers, J. G. (2005). Can language acquisition give children a point of view? In J. Astington & J. Baird (Eds.), Why Language Matters for Theory of Mind. (pp186-219) New York: Oxford Press.
de Villiers J. G. & Pyers, J. (2002). Complements to Cognition: A Longitudinal Study of the Relationship between Complex Syntax and False-Belief Understanding. Cognitive Development, 17: 1037-1060.
de Villiers, J. G., Roeper, T., Bland-Stewart, L. & Pearson, B. (2008). Answering hard questions: wh-movement across dialects and disorder. Applied Psycholinguistics, 29: 67-103.
Friedman, E., Gallová Kriglerová, E., Kubánová, M. & Slosiarik, M. (2009). School as Ghetto: Systemic Overrepresentation of Roma in Special Education in Slovakia. Roma Education Fund.
ERRC (European Roma Rights Center) (1999). A special remedy: Roma and Special schools for the Mentally Handicapped in the Czech Republic. Country Reports Series no. 8 (June)
ERRC (European Roma Rights Centre) (2014). Overcoming barriers: Ensuring that the Roma children are fully engaged and achieving in education. The office for standards in education. online at http://www.errc.org
ERRC (European Roma Rights Centre) (2015). Czech Republic: Eight years after the D.H. judgment a comprehensive desegregation of schools must take place http://www.errc.org
Fremlova, L. & Ureche, H. (2011). From Segregation to Inclusion: Roma pupils in the United Kingdom. A Pilot research Project. Budapest: Roma Education Fund.
Gleitman, L., Cassidy, K., Nappa, R., Papafragou, A. & Trueswell, J. (2005). Hard words. Language Learning and Development, 1, 23-64.
Goetz, P. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition. 6. 1-15.
Hart, B. & Risley, T.R (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore, MD: Brookes Publishing
Heath, S. B. (1982). What no Bedtime Story Means: Narrative skills at home and at school. In Language and Society. 11.2:49-76.
Hirsh-Pasek, K., Kochanoff, A., Newcombe, N. & de Villiers, J.G. (2005). Using scientific knowledge to inform preschool assessment: making the case for empirical validity. Social Policy report (SRCD) Volume XIX, 1, 3-19.
Hirsh-Pasek K., Adamson, I.B., Bakeman, R., Tresch Owen, M., Golinkoff, R.M., Pace, A., Yust, P & Suma, K. (2015). The Contribution of Early Communication Quality to Low- Income Children’s Language Success. Psychological Science Online First, June 5, 2015 doi:10.1177/0956797615581493
Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: implications for closing achievement gaps. Developmental Psychology, 49(1):4-14.
Hoff, E. & Elledge, C. (2006). Bilingualism as One of Many Environmental Variables that Affect Language Development in Young Children. In J. Cohen, K. McAlister & J. MacSwan (Eds.), Proceedings of the 4th International symposium on Bilingualism (pp. 1034-1040). Somerville, Ma: Cascadilla press.
Hoge, W. (1998). A Swedish Dilemma: The Immigrant Ghetto. The New York Times, October 6th.
Kovacs, A. (2009). Early Bilingualism Enhances Mechanisms of False-Belief Reasoning. Developmental Science, 12 (1), 48-54.
Kyuchukov, H. (2005). Early socialization of Roma children in Bulgaria. In: X. P. Rodriguez-Yanez, A. M. Lorenzo Suarez & F. Ramallo (Eds.), Bilingualism and Education: From the Family to the School. Muenchen: Lincom Europa. (pp. 161-168)
Kyuchukov, H. (2010) Romani language competence. In: J. Balvin and L. Kwadrants (Eds.), Situation of Roma Minority in Czech, Hungary, Poland and Slovakia (pp. 427-465). Wroclaw: Prom.
Kyuchukov, H. (2014). Acquisition of Romani in a Bilingual Context. Psychology of Language and Communication, vol. 18 (3), 211-225.
Kyuchukov, H. (2013). Romani language education and identity among the Roma children in European context. In: J. Balvin, L. Kwadrans and H. Kyuchukov (eds) Roma in Visegrad Countries: History, Culture, Social Integration, Social work and Education (pp. 465-471). Wroclaw: Prom.
Kyuchukov, H. (2015). Socialization of Roma children through Roma oral culture. In: Socializaciya rastushego cheloveka v kontekste progressyivnyih nauchnich ideii XXI veka: socialnoe razvitie detey doshkolnogo vozrastta. [Socialization of the growing man in the context of progressive ideas of the XXI c.: social development of the preschool age children] Proceedings form the First international All-Russia conference, 1-3 April, Yakutsk, pp. 798-802.
Kyuchukov, H. & de Villiers, J. (2009). Theory of Mind and Evidentiality in Romani-Bulgarian Bilingual children. Psychology of Language and Communication, 13(2), 21-34.
Kyuchukov, H. & de Villiers, J. (2014a). Roma children’s knowledge on Romani. Journal of Psycholinguistics, 19, 58-65.
Kyuchukov, H. & de Villiers, J. (2014b). Addressing the rights of Roma children for a language assessment in their native language of Romani. Poster presented at the 35th Annual Symposium on Research in Child Language Disorders in Madison, Wisconsin June 12-14.
Lajčakova, J. (2013). Civil Society Monitoring Report on the Implementation of the National Roma Integration Strategy and Roma Decade Action Plan in 2012 in Slovakia. Budapest: Decade of Roma Inclusion. Secretariat Foundation.
Landry, S. and the School Readiness Research Consortium (2014). Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program. Developmental Psychology, 50 (2), 526-541.
Lust, B., Flynn, S. & Foley, C. (1996). What Children Know about What They Say: Elicited Imitation as a Research Method for Assessing Children's Syntax. In D. McDaniel, C. McKee, & H. Smith Cairns (Eds.), Methods for Assessing Children's Syntax (pp. 55-76). Cambridge, Mass.: MIT Press.
Maratsos, M., Fox, D.E.C., Becker, J.A. & Chalkley, M.A. (1985). Semantic restrictions on children’s passives. Cognition, 19, 167-191.
Merz, E.C. Zucker, T.A., Landry, S.H. Williams, J., Assel, M., Taylor, H.B, Lonigan, C.L., Phillips, B., Clancy-Menchetti, J., Barnes, M., Eisenberg, N., de Villiers, J. (2015). Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology 132, 14-31
Pearson, B. Z., Jackson, J. E., & Wu, H. (2014). Seeking a valid gold standard for an innovative dialect-neutral language test. Journal of Speech-Language and Hearing Research. 57(2). 495-508.
Reger, Z. (1999). Teasing in the linguistic socialization of Gypsy children in Hungary. Acta Linguistica Hungarica, 46, 289-315.
Réger, Z. and Berko-Gleason, J. (1991). Romāni Child-Directed Speech and Children's Language among Gypsies in Hungary Language in Society, 20 (4), 601-617.
Roeper, T & de Villiers, J.G. (2011). The acquisition path for wh-questions. In de Villiers, J.G. & Roeper, T. (Eds), Handbook of Generative Approaches to Language Acquisition. Springer.
Seymour, H., Roeper, T. & de Villiers, J. (2005). The DELV-NR. (Norm-referenced version) The Diagnostic Evaluation of Language Variation. The Psychological Corporation, San Antonio.
Schulz, P. & Roeper, T. (2011). Acquisition of exhaustively in wh-questions: a semantic dimensions of SLI. Lingua, 121(3), 383-407.
Stokes, S. F., Wong, A. M-Y., Fletcher, P., & Leonard, L. B. (2006). Nonword repetition and sentence repetition as clinical markers of SLI: The case of Cantonese. Journal of Speech, Language and Hearing Research, 49(2), 219-236.
Vassilev, R. (2004). The Roma of Bulgaria: A Pariah Minority. The Global Review of Ethnopolitics, 3 (2), 40-51.
Wellman, H.M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655-684.
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128.
9
Crais, Elizabeth R., and Nina Lorch. "Oral narratives in school-age children." Topics in Language Disorders 14, no. 3 (May 1994): 13–28. http://dx.doi.org/10.1097/00011363-199405000-00004.
Full text
10
PETERSON, CAROLE, BEULAH JESSO, and ALLYSSA McCABE. "Encouraging narratives in preschoolers: an intervention study." Journal of Child Language 26, no. 1 (February 1999): 49–67. http://dx.doi.org/10.1017/s0305000998003651.
Full textAbstract:
Twenty economically disadvantaged preschoolers (mean age 3;7) were randomly assigned to an intervention or a control group, and their mothers' styles of eliciting narratives from their children were assessed before and after intervention. Mothers of intervention children were encouraged to spend more time in narrative conversation, ask more open-ended and context-eliciting questions, and encourage longer narratives through back-channel responses. Children's narrative and vocabulary skills were assessed before and after the year-long intervention and 14 children participated in a follow-up assessment a year later. Narrative measures included the number and length of narratives as well as how decontextualized and informative they were. Intervention children showed significant vocabulary improvement immediately after intervention terminated, and a year later they showed overall improvements in narrative skill. In particular, intervention children produced more context-setting descriptions about where and especially when the described events took place. Such decontextualized language has been emphasized as important for literacy acquisition.
11
Rose, Jane, Mary Flaherty, Jenna Browning, Lori J. Leibold, and Emily Buss. "Pure-Tone Frequency Discrimination in Preschoolers, Young School-Age Children, and Adults." Journal of Speech, Language, and Hearing Research 61, no. 9 (September 19, 2018): 2440–45. http://dx.doi.org/10.1044/2018_jslhr-h-17-0445.
Full textAbstract:
Purpose Published data indicate nearly adultlike frequency discrimination in infants but large child–adult differences for school-age children. This study evaluated the role that differences in measurement procedures and stimuli may have played in the apparent nonmonotonicity. Frequency discrimination was assessed in preschoolers, young school-age children, and adults using stimuli and procedures that have previously been used to test infants. Method Listeners were preschoolers (3–4 years), young school-age children (5–6 years), and adults (19–38 years). Performance was assessed using a single-interval, observer-based method and a continuous train of stimuli, similar to that previously used to evaluate infants. Testing was completed using 500- and 5000-Hz standard tones, fixed within a set of trials. Thresholds for frequency discrimination were obtained using an adaptive, two-down one-up procedure. Adults and most school-age children responded by raising their hands. An observer-based, conditioned-play response was used to test preschoolers and those school-age children for whom the hand-raise procedure was not effective for conditioning. Results Results suggest an effect of age and frequency on thresholds but no interaction between these 2 factors. A lower proportion of preschoolers completed training compared with young school-age children. For those children who completed training, however, thresholds did not improve significantly with age; both groups of children performed more poorly than adults. Performance was better for the 500-Hz standard frequency compared with the 5000-Hz standard frequency. Conclusions Thresholds for school-age children were broadly similar to those previously observed using a forced-choice procedure. Although there was a trend for improved performance with increasing age, no significant age effect was observed between preschoolers and school-age children. The practice of excluding participants based on failure to meet conditioning criteria in an observer-based task could contribute to the relatively good performance observed for preschoolers in this study and the adultlike performance previously observed in infants.
12
Yorulmaz, Alper, Hilal Ilknur Tunceli, and Ezgi Aksin Yavuz. "What Do Children Think about Starting Primary School?" Mimbar Sekolah Dasar 9, no. 3 (December 24, 2022): 484–502. http://dx.doi.org/10.53400/mimbar-sd.v9i3.46643.
Full textAbstract:
The current study aims to reveal preschoolers’ and first graders’ perspectives of primary school. A qualitative research design was employed, and multiple sampling methods were used to retrieve the participants. The participants were 15 preschoolers with an average age of 69 months attending and 15 first graders with an average age of 80 months. A semi-structured interview form developed by the researchers was used for the data collection. The results showed that most preschoolers had some knowledge of primary school. Their views of primary school generally focused physical characteristics of the school, lessons and rules, and daily routines. First graders said that they were learning new things in primary school and that they felt happy when they started school. They also stated that they need friends in primary school to be happy and that it is important to listen to their teachers carefully. The biggest difference between preschool and primary school was the lessons. They also remarked that they need to play more games in primary school.
13
Oppenheim, David. "The Attachment Doll-play Interview for Preschoolers." International Journal of Behavioral Development 20, no. 4 (May 1997): 681–97. http://dx.doi.org/10.1080/016502597385126.
Full textAbstract:
Children’s narratives about attachment themes were elicited using the Attachment Doll-play Interview (ADI) and compared with measures of attachment based on a separation-reunion observation and on the Waters and Deane (1985) Attachment Q-sort. Two correlates of attachment, self-esteem and attention-seeking strategies, were also measured. Children who were more secure based on the ADI, as reflected in emotional openness and descriptions of positive mother-child interactions, behaved more independently during separations and reunions, and were rated by teachers as having higher levels of self-esteem and age-appropriate attention-seeking strategies. No significant correlations were found between ADI responses and the Attachment Q-sort. The results of this study converge with previous research which has used narratives to assess attachment among young children, and highlight the importance of open communication as an aspect of security.
14
Preston, Jonathan L., Margaret Hull, and Mary Louise Edwards. "Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders." American Journal of Speech-Language Pathology 22, no. 2 (May 2013): 173–84. http://dx.doi.org/10.1044/1058-0360(2012/12-0022).
Full textAbstract:
Purpose To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Method Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up at age 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors was used to predict later speech sound production, PA, and literacy outcomes. Results Group averages revealed below-average school-age articulation scores and low-average PA but age-appropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom >10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced <10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores than preschoolers who produced fewer distortion errors. Conclusion Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschoolers may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschoolers' distortions may be resistant to change over time, leading to persisting speech sound production problems.
15
Brown, Norma L., R. Michael Brown, and R. Michael Brown. "Basic-Level Categorization in Preschoolers, School-Age Children, and College Students." Journal of Genetic Psychology 149, no. 2 (June 1988): 239–55. http://dx.doi.org/10.1080/00221325.1988.10532156.
Full text
16
Wood, Carla, Allyssa Appleget, and Sara Hart. "Core vocabulary in written personal narratives of school-age children." Augmentative and Alternative Communication 32, no. 3 (July 2, 2016): 198–207. http://dx.doi.org/10.1080/07434618.2016.1216596.
Full text
17
FLORESCU, Daniela Mihaela, and Laura CIOLAN. "INNOVATIVE EXPERIENCES IN EVALUATING ACQUISITIONS AT AN EARLY AGE." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 21–34. http://dx.doi.org/10.24250/jpe/2/2022/dmf/lc.
Full textAbstract:
This article presents the results of a research developed through applying an international assessment tool for development and early education. The study reveals the benefits of using a standardized assessment tool correlated with the current regulatory documents. Starting from the results obtained after the application of the batch of tests, a formative training program was created in which the correlation of the areas of development was investigated, with the indicators of the Fundamental Reference in the Learning and Early Development of Children and the tests of the evaluation tool. The research was carried out during a school year, with the target group being the preschoolers of the Preschool with extended program "Căsuța Bucuriei" no. 11 Brașov. At the beginning of the school year, in the initial assessment, the IDELA standardized assessment tool was applied to a number of 10 groups with a total of 259 preschoolers, then at the summative assessment (at the end of the first semester) the application was resumed to all groups in the experiment, identifying the natural evolution of preschoolers. During the second semester, between the two moments of evaluation (summative and final), the group of preschoolers was divided into an experimental group and a control group. Preschoolers in the experimental group benefited from formative training. Following the collected results, our aim was to offer teachers a complex vision of the level of development and school preparation of preschoolers, using an innovative assessment tool. The IDELA tool (international early childhood development and education assessment of children aged 3-6.5 years), was developed following three years of testing and piloting at international level. The tool drew on a number of existing sources and tools, including the Early Development Tool, the Age and Stages Questionnaire, the Denver Multiple Indicator Set Study, the Early Childhood Development Standards from a number of countries where these were available, as well as numerous tools developed and used by Save the Children national teams.
18
Veraksa, Alexander N., Daria A. Bukhalenkova, and Ekaterina S. Oshchepkova. "The Relationship of Emotions Comprehension and Pragmatic Aspects of the Narrative in Preschool Age." Vestnik RFFI, no. 4 (December 12, 2019): 76–84. http://dx.doi.org/10.22204/2410-4639-2019-104-04-76-84.
Full textAbstract:
This investigation is devoted to the study of the relationship of emotions comprehension and pragmatic aspects of the narrative in preschool age. The study involved 269 children aged 5–6 years (133 boys and 136 girls) attending the senior group of kindergarten in Moscow. The study reveals the connections between the results of emotions comprehension assessment tests and the pragmatic aspects of the narratives on a series of pictures or retelling the text by preschoolers (semantic completeness, adequacy, completeness of the narrative, understanding the actions of the characters). In addition, the study shows that children with a higher level of emotion comprehension cope better with the semantic aspects when constructing the narratives, answers to questions and a pragmatic understanding of both images and text.
19
Wehmeier, Carina Marie. "Macrostructural Narrative Skills of Monolingual and Simultaneously Bilingual Preschoolers." Lernen und Lernstörungen 8, no. 4 (October 2019): 233–45. http://dx.doi.org/10.1024/2235-0977/a000277.
Full textAbstract:
Abstract. This article compares the development of macrostructural narrative skills of monolingual and simultaneously bilingual preschoolers in telling a picture story. It also addresses the connections between macrostructural narrative skills, receptive and productive language skills (LiSe DaZ), and auditory perception and processing skills (HASE). The narrative skills were collected using the Baby Birds picture story of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) and analyzed regarding the macrostructural components of story structure, story complexity, and story comprehension. This contribution includes data from 229 monolingual and 76 simultaneously bilingual children. The comparison of the three age groups (4;6 – 4;11, 5;0 – 5;5, 5;6 – 5;11 years) indicates significant developmental increases in the performance of monolingual children regarding story structure, story complexity, and story comprehension, while no clear age trends are apparent for the simultaneously bilingual children. Correlations are found for the story structure and story comprehension of monolingual and simultaneously bilingual children with individual receptive language skills and language-processing skills.
20
Rukavishnikova, Natalya G. "Psychological readiness for school and children's preschool age anxiety." Yaroslavl Pedagogical Bulletin 4, no. 121 (2021): 128–36. http://dx.doi.org/10.20323/1813-145x-2021-4-121-128-136.
Full textAbstract:
The article is devoted to the study of a child's psychological readiness for school and childhood anxiety. The aim of this study was to identify the relationship between anxiety and the psychological readiness of children for school. The article presents the results of a theoretical and empirical study of anxiety and readiness for school in preschool children. The article analyzes theoretical approaches to the study of the problem of anxiety in children in foreign and domestic psychological literature. The analysis showed that among elder preschool children, anxiety has not yet a stable character trait and is relatively reversible when appropriate psychological and pedagogical activities are carried out. Considering various approaches to the study of psychological readiness for school (school maturity), the author identifies their common things and differences, and also analyzes the component structure of this construct. The author conducted an empirical study of the intellectual component of psychological readiness for school in children with different levels of anxiety. The empirical study involved 30 preschoolers aged 6 7 years attending MPEI. The analysis of the results of the conducted psychodiagnostic research showed that the overwhelming majority of children (63.4%) have an increased level of anxiety. Most children have fairly well developed verbal intelligence, but non-verbal intelligence is poorly developed. A nonlinear relationship was revealed between the level of anxiety in preschoolers and the intellectual component of psychological readiness for school. The highest level of anxiety is inherent in children with the highest degree of intellectual readiness for school. Thus, there is a non-linear relationship between anxiety and children's intellectual readiness for school.
21
Mahurin-Smith, Jamie, Monique T. Mills, and Rong Chang. "Rare Vocabulary Production in School-Age Narrators From Low-Income Communities." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 51–63. http://dx.doi.org/10.1044/2020_lshss-19-00120.
Full textAbstract:
Purpose This study was designed to assess the utility of a tool for automated analysis of rare vocabulary use in the spoken narratives of a group of school-age children from low-income communities. Method We evaluated personal and fictional narratives from 76 school-age children from low-income communities ( M age = 9;3 [years;months]). We analyzed children's use of rare vocabulary in their narratives, with the goal of evaluating relationships among rare vocabulary use, performance on standardized language tests, language sample measures, sex, and use of African American English. Results Use of rare vocabulary in school-age children is robustly correlated with established language sample measures. Male sex was also significantly associated with more frequent rare vocabulary use. There was no association between rare vocabulary use and use of African American English. Discussion Evaluation of rare vocabulary use in school-age children may be a culturally fair assessment strategy that aligns well with existing language sample measures.
22
Gillam, Ronald B., and Judith R. Johnston. "Spoken and Written Language Relationships in Language/Learning-Impaired and Normally Achieving School-Age Children." Journal of Speech, Language, and Hearing Research 35, no. 6 (December 1992): 1303–15. http://dx.doi.org/10.1044/jshr.3506.1303.
Full textAbstract:
Students with language/learning impairment (LLI) and three groups of normally achieving children matched for chronological age, spoken language, and reading abilities wrote and told stories that were analyzed according to a three-dimensional language analysis system. Spoken narratives were linguistically superior to written narratives in many respects. The content of written narratives, however, was organized differently than the content of spoken narratives. Spoken narratives contained more local interconnections than global interconnections; the opposite was true for written narratives. LLI and reading-matched children evidenced speaking-writing relationships that differed from those of the age- and language-matched children in the way language form was organized. Further, LLI children produced more grammatically unacceptable complex T-units in their spoken and written stories than students from any of the three matched groups. The discussion focuses on mechanisms underlying the development of speaking-writing differences and ramifications of spoken-language impairment for spoken and written-language relationships.
23
Clements, Douglas. "Mathematics in the Preschool." Teaching Children Mathematics 7, no. 5 (January 2001): 270–75. http://dx.doi.org/10.5951/tcm.7.5.0270.
Full textAbstract:
Anyone who is pushing arithmetic onto preschoolers is wrong. Do not hurry children. No math in preschool!” “What else is preschool for if teachers do not get children ready for school? They should teach the children basic skills and how to sit and listen.” Principles and Standards for School Mathematics identifies a new age band that includes preschoolers for the first time (NCTM 2000). What mathematics instruction is appropriate for these young children? The two speakers have different opinions. I think that each is a little bit right and a little bit wrong.
24
BOHNACKER, UTE. "Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 19–48. http://dx.doi.org/10.1017/s0142716415000405.
Full textAbstract:
ABSTRACTThis study examines macrostructural aspects of narrative skills in 52 bilingual Swedish- and English-speaking children age 5–7. Elicited fictional story production and comprehension tasks were administered in parallel fashion in both Swedish and English (Multilingual Assessment Instrument for Narratives; Gagarina et al., 2012). Scores on the Multilingual Assessment Instrument for Narratives were compared across languages; moreover, story structure components in the narratives and answers to probe questions were qualitatively analyzed. Age effects (5-year-olds vs. 6- to 7-year-olds) for macrostructure production and narrative comprehension were evident, but no effect for language (Swedish/English). The results suggest that story structure is invariant across a bilingual child's two languages at a given age, with similar awareness of the intentions and goal-directed behavior of the story protagonists, irrespective of language.
25
Memauri, Tessa, Harold Kim, Elissa Abrams, Jennifer Gerdts, and Jennifer Protudjer. "Most Burdensome Food Allergy in Childcare Centers and Schools: A Cross-sectional Study." Health Behavior and Policy Review 8, no. 3 (June 1, 2021): 194–201. http://dx.doi.org/10.14485/hbpr.8.3.1.
Full textAbstract:
Objective: In this mixed-methods study, we aimed to identify the food allergen with the greatest reported burden to families with preschool and school-aged food allergic children. Methods: Parents of children with 2+ food allergies responded to an online, anonymous study on the burden of multiple food allergies. We used descriptive statistics and thematic analysis to analyze the quantitative and qualitative data, respectively. Results: A total of 123 parents participated. The 4 most prevalent food allergies among preschoolers (preschoolers 0-5 years: N = 46; 37.4%) were egg (78.3%), milk (69.6%), peanut (60.9%) and tree nut (54.3%). These were also the most common allergies among school-aged children school-aged 6-18 years; N = 77; 62.6%), albeit in different proportions. Milk was reported as the most stressful food allergy in childcare centers (71.9%), whereas parents of school-aged children reported more comparable distributions of the most stressful food allergy at schools. Qualitatively, we identified one theme per age group: “Peanut is easy to avoid, but milk is everywhere” for preschoolers, and “Every food allergy for school-aged children.” Conclusions: The burden associated with types of food allergy differs between preschool and school-aged children.
26
Ceylan, Sehnaz, and Nida Kilinc. "Determining the Views of Pre-School Children and Their Parents Regarding Museums: Safranbolu Case." International Journal of Education 8, no. 1 (March 25, 2016): 129. http://dx.doi.org/10.5296/ije.v8i1.9208.
Full textAbstract:
<p>The purpose of this study was to determine preschoolers’ and their families’ perceptions of the museum. Participant of the study included 20 children under the age of 5 studying in preschools and their families in 2014-2015 academic years. A semi-structured interview form developed by researchers based on the conceptual framework was used to gather data. Pre-test and posttest were conducted to determine preschoolers’ perceptions of museum. The interview form was first examined via SPSS 15 Windows Packet and frequencies of families’ perceptions of museum, percentage values and content analysis were conducted to analyze the data. Context analysis was used to find out the perceptions of children about museum. The results of the study shed light on preschoolers’ perceptions of museum.</p>
27
Muhammadjanovna, Xayitova Zilola. "Psychological Characteristics Of Emotional Intelligence Formation In Small School Age." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 664–69. http://dx.doi.org/10.37547/tajssei/volume03issue04-108.
Full textAbstract:
The article describes the results of a study of the formation of emotional intelligence in older preschool children. The definition of emotional intelligence is given, a two-level structural model of this concept is presented, as well as the model and methods of development and formation of emotional intelligence in preschoolers. From the earliest stage of life, children have a lot of emotions. They show various feelings such as anger, fear, joy, pride, shame, etc. This whole system of feelings forms the emotional sphere of human life. Emotions give children information about their condition and that of the other person. Positive emotions make children feel safe and secure. On the contrary, negative emotions signal danger and displeasure.
28
Melegari, Maria Grazia, Roberto Sacco, Barbara Manzi, Elena Vittori, and Antonio M. Persico. "Deficient Emotional Self-Regulation in Preschoolers With ADHD: Identification, Comorbidity, and Interpersonal Functioning." Journal of Attention Disorders 23, no. 8 (January 7, 2016): 887–99. http://dx.doi.org/10.1177/1087054715622015.
Full textAbstract:
Objective: This study aims to develop an age-adjusted Child Behavior Checklist- (CBCL) and Teacher Report Form (TRF)-based method for the detection of deficient emotional self-regulation (DESR) in preschoolers with ADHD and to assess its incidence, comorbidities, and consequences on interpersonal functioning. Method: Eighty-six ADHD preschoolers and 104 controls were assessed using CBCL, TRF/1½ to 5, Psychiatric Interview With Preschool Age Psychiatric Assessment, Leiter-R, and ADHD rating scales. Results: Greatest sensitivity and specificity were obtained applying slightly lower threshold scores compared with school-age children (CBCL: Anxiety/Depression [A/D] ≥ 59, Attention Problems [AP] ≥ 60, Aggression Behaviors [AB] ≥ 58; TRF: A/D ≥ 59, AP ≥ 60, AB ≥ 60). DESR was detected in 33/86 (38.4%) and in 16/54 (29.6%) ADHD preschoolers versus 2/104 (1.9%) controls using CBCL and TRF, respectively. DESR is associated with significantly greater comorbidity and impairment in interpersonal functioning. Conclusion: Among ADHD preschoolers, DESR (a) requires lower CBCL and TRF threshold scores for detection, compared with school-age children, (b) displays similar incidence rates, and (c) is associated with enhanced psychiatric comorbidity and interpersonal difficulties.
29
Hamdani, Saboor Zafar, Tehreem Arshad, Sharmeen Aslam Tarar, and Rukhsana Kausar. "Personal narrative skills of Urdu speaking preschoolers." Narrative Inquiry 29, no. 1 (July 2, 2019): 50–81. http://dx.doi.org/10.1075/ni.17063.ham.
Full textAbstract:
Abstract The present study aimed to explore the personal narrative skills of Urdu speaking preschoolers, aged between 4 and 5 years. The study also aimed to investigate the gender differences in narrative skills, and relationship and the predictive association between macro- and microstructure skills. A total of 80 preschoolers were recruited using two-stage sampling (convenience and purposive). After screening the participants for intellectual functioning, three personal narratives were collected from each participant. The results revealed non-significant differences on the basis of age and gender. A significant correlation was found between the macro- and microstructure skills in children. NDW (number of different words), TNW (total number of words), and MLU (mean length of utterance) were revealed as significant predictors of macrostructural competencies in children. This was the first research that highlighted the narrative skills of Urdu speaking preschoolers. Hence, the patterns identified might help in extending the theory and research in this field.
30
Manurung, Yulinda Septiani, and Winida Marpaung. "PERAN SOCIAL MATURITY DALAM MEMBANGUN SCHOOL READINESS PADA MURID PRASEKOLAH KAYATA SCHOOL BERASTAGI." Jurnal Psikologi Universitas HKBP Nommensen 6, no. 1 (September 11, 2019): 43–52. http://dx.doi.org/10.36655/psikologi.v6i1.110.
Full textAbstract:
This study aims to see how the readiness of preschool children to enter primary school, especially their social maturity. The subjects of the study were 15 Berastagi Kayata School preschoolers aged four to seven year old. Data was taken with the Nijmeegse Schoolbekwaamheidstest (NST) test to obtain a picture of children's school readiness and the Vineland Adaptive Behavior Scale (VABS) to look more specifically at a child's social maturity. The research data were analyzed descriptively with a quantitative approach. The results obtained in this study are as the chronological age of Kayata School preschoolers become more mature, they are intellectually ready to enter elementary school. But socially and emotionally, their readiness is still not optimal to be able to participate in learning activities in elementary schools.
31
Romero-Abal, María Eugenia, Jesús Bulux, Ivan Mendoza, Carlos Grazioso, and Noel W. Solomons. "Haematological Status of Preschool and School-Age Children in Urban and Rural Areas of Guatemala." Food and Nutrition Bulletin 16, no. 1 (March 1995): 1–7. http://dx.doi.org/10.1177/156482659501600110.
Full textAbstract:
We studied the prevalence of low haematocrit values (defined as <38%) in 1,253 children from urban and rural areas of Guatemala, to examine any urban-rural or age-related trends. Though the crude prevalences of low haematocrit for all the children showed a significant difference between urban and rural residents, the significance disappeared when these values were adjusted for differences in the age profiles of the two groups. As expected, preschool children had significantly more low haematocrits (32.0%) than school-age children (6.0%) (p < .05). Ferritin levels were available for 35.9% of the preschool children (one urban and one rural location); of these, 51.8% had levels below 12 mg/l, indicating iron deficiency. These values were used to determine the predictive value of haematocrit compared with ferritin values, and the cut-off at which haematocrit reaches optimum sensitivity and specificity to diagnose iron depletion. A cut-off of 39% had a sensitivity of 61% and a specificity of 45% in urban preschoolers, and a cut-off of 38% had a sensitivity of 75% and specificity of 42% in rural preschoolers.
32
Taylor, H. Gerry, Daphne M. Vrantsidis, Mary Lauren Neel, Rebekah Benkart, Tyler A. Busch, Aryanne de Silva, Shivika Udaipuria, and Nathalie L. Maitre. "School Readiness in 4-Year-Old Very Preterm Children." Children 9, no. 3 (March 1, 2022): 323. http://dx.doi.org/10.3390/children9030323.
Full textAbstract:
The aims of this study were to identify the aspects of school readiness that best distinguish very preterm (VPT) preschoolers from full-term (FT) controls, determine the extent to which readiness problems in the VPT group reflected global cognitive weaknesses or more specific deficits, and identify distinct profiles of readiness problems. Fifty-three VPT (gestational age ≤ 30 weeks) 4-year-olds were compared to 38 FT (gestational age ≥ 37 weeks) controls on measures of global cognitive ability, executive function, motor skills, early literacy and numeracy, and psychosocial functioning. Latent class analysis (LCA) was also conducted to identify individual readiness profiles. The VPT group had the most pronounced difficulties on tests of spatial and nonverbal cognitive abilities, executive function, motor skills, phonological processing, and numeracy. The VPT group also had sex-related difficulties in processing speed, social functioning, and emotion regulation. These differences were evident in analyses of both continuous scores and rates of deficits. The VPT group’s difficulties in motor skills, and VPT females’ difficulties in social functioning and emotion regulation, were evident even when controlling for global cognitive ability. LCA suggested four profiles of readiness, with the majority of the VPT group assigned to profiles characterized by relative weaknesses in either cognitive abilities or psychosocial functioning or by more global readiness problems. The findings support the need to evaluate multiple aspects of school readiness in VPT preschoolers and inform efforts to design more targeted early educational interventions.
33
Yamanaka, Tadashige, Takeshi Furuya, and Masamitsu Shibagaki. "Use of Running Exercises for Preschoolers with Mental Retardation as a Means of Improving Play or School Activity." Perceptual and Motor Skills 78, no. 2 (April 1994): 571–78. http://dx.doi.org/10.2466/pms.1994.78.2.571.
Full textAbstract:
Various physical training programs have been devised to achieve greater physical fitness for handicapped children who otherwise exercise insufficiently. Such training may also facilitate socializing and play at school. Running exercises were conducted with 4 handicapped preschoolers and 3 age-matched normal preschoolers for 3 30-min. sessions per week for 11 weeks. Measures were seconds taken to run 25 meters and ratings of play behavior. Analysis showed that children who reluctandy joined the exercise made little progress in running. The quality of movement and play activities in nursery school and interactive behavior improved significantly for participants who also improved in running.
34
Evtushenko, Irina Nikolaevna, Elena Borisovna Bistray, and Boris Alexandrovich Artemenko. "Features of preschoolers’ gender education." Samara Journal of Science 7, no. 2 (June 15, 2018): 239–45. http://dx.doi.org/10.17816/snv201872305.
Full textAbstract:
The paper emphasizes the importance of gender education of preschool children, determined by changes in the sociocultural background, by shifting the emphasis in peoples value orientations. The preschool age is characterized by intense physiological maturation of the body and psyche development. Besides, the childs personality is formed exactly in the preschool age, the potential for successful further life is created. A great role in the gender education of preschoolers is played by socium and norms of social behavior, the value orientations that prevail in it at a given time. In this connection, the system of preschool education faces the problem of assimilating the childs social experience, meaningful for the life in society, and the adoption of the existing system of values. The mediator in the communication of the preschool child and the socium is the teacher of the pre-school educational organization, who must understand that the anatomo-morphological and physiological characteristics of the child of preschool age form only the first level of the hierarchical ladder of adulthood and entry into the society A big role in the gender socialization of preschool children is assigned to parents, because in the process of monitoring the behavior of their parents, the child develops certain behavioral stereotypes feminically and masculinely colored. The gender socialization of preschool children is greatly influenced by peers.
35
Bokus, Barbara. "Peer Co-Narration: Changes in Structure of Preschoolers' Participation." Journal of Narrative and Life History 2, no. 3 (January 1, 1992): 253–75. http://dx.doi.org/10.1075/jnlh.2.3.05pee.
Full textAbstract:
Abstract This article represents the interactional approach to the study of child narration. The analyses reveal the process of story creation by children in the roles of narrator and co-narrator. In building a narrative text alone (solo narration) or together with another child (co-narration), the child transmits new information to the peer listener about the adventures of storybook heroes. Nine hundred and sixty children ranging in age from 3 to 7 years took part in the investigation (384 in narrator and co-narrator roles and 576 in listener roles). A modified version of Peterson and McCabe's (1983) method of narrative analysis was used. The results showed that co-constructed narratives underwent change with age in reference complexity (greater change than in solo constructed ones). Co-narrator contributions were analyzed in terms of (a) new reference content (introducing new reference situations), and (b) operations upon the partner's text (in various categories mainly confirmational and supplementary). The dominant partner in introducing new content was the initiator of the dis-course, whereas the dominant one in performing text operations was the con-tinuer. Changes across the age span were found in both types of co-narrator contribution. These results showed the changing structure of preschoolers' par-ticipation in co-narrative discourse. (Psycholinguistics)
36
Curenton, Stephanie M., and Laura M. Justice. "African American and Caucasian Preschoolers’ Use of Decontextualized Language." Language, Speech, and Hearing Services in Schools 35, no. 3 (July 2004): 240–53. http://dx.doi.org/10.1044/0161-1461(2004/023).
Full textAbstract:
Purpose: Low-income preschoolers’ use of literate language features in oral narratives across three age groups (3-, 4-, and 5-year-olds) and two ethnic groups (Caucasian and African American) was examined. Method: Sixty-seven preschoolers generated a story using a wordless picture book. The literate language features examined were simple and complex elaborated noun phrases, adverbs, conjunctions, and mental/linguistic verbs. Results: Literate language features occurred at measurable rates for 3- to 5-year-old children. Conjunction use was positively associated with the use of complex elaborated noun phrases and adverbs, and the use of complex and simple elaborated noun phrases was inversely related. There were no differences between African American and Caucasian children’s usage rates. Age-related differences were observed in the use of mental/linguistic verbs and conjunctions. Clinical Implications: The importance of supporting decontextualized language skills during the preschool period is discussed.
37
ESTIS, JULIE M., and BRENDA L. BEVERLY. "Children with SLI exhibit delays resolving ambiguous reference." Journal of Child Language 42, no. 1 (February 20, 2014): 180–95. http://dx.doi.org/10.1017/s0305000914000038.
Full textAbstract:
ABSTRACTFast mapping weaknesses in children with specific language impairment (SLI) may be explained by differences in disambiguation, mapping an unknown word to an unnamed object. The impact of language ability and linguistic stimulus on disambiguation was investigated. Sixteen children with SLI (8 preschool, 8 school-age) and sixteen typically developing age-matched children selected referents given familiar and unfamiliar object pairs in three ambiguous conditions: phonologically distinct word (PD), phonologically similar word (PS), no word (NW). Preschoolers with SLI did not disambiguate, unlike typically developing age-matched participants, who consistently selected unfamiliar objects given PD. School-age children with SLI disambiguated given PD. Delays in disambiguation for young children with SLI suggest limitations in processes that facilitate word learning for typically developing children. School-age children with SLI consistently selected familiar objects for PS, unlike typically developing children, suggesting differences in phonological activation for word learning.
38
Nepper, Martha J., and Weiwen Chai. "Parental Views of Promoting Fruit and Vegetable Intake Among Overweight Preschoolers and School-Aged Children." Global Qualitative Nursing Research 4 (January 1, 2017): 233339361769208. http://dx.doi.org/10.1177/2333393617692085.
Full textAbstract:
Given the importance of parental influence on children’s eating habits, we explored perceptions of parents of overweight (body mass index–for-age percentile ≥85%) preschoolers (3-5 years) and overweight school-aged children (6-12 years) regarding challenges in promoting fruit and vegetable intake and how they and other family members influence their overweight children’s dietary habits. Focus groups were conducted with 13 parents of overweight preschoolers and 14 parents of overweight school-aged children. Codes and themes were developed by inductive data analysis. Four common themes were identified: short shelf life of fresh fruits and vegetables prohibiting parents from purchasing, children’s taste changes in fruits and vegetables, parents having the primary influence on children’s dietary intake, and wanting fruits and vegetables “ready to go.” Parents of school-aged children were more concerned about their children’s weight, and extended family members negatively influenced children’s dietary intake compared with parents of preschoolers. Our findings provide valuable insight for nutrition/health educators when developing family-based interventions for weight management.
39
Zevenbergen, Andrea Angell, Ewa Haman, and Jason Andrew Zevenbergen. "“Do You Remember Going to the Beach?”: References to Internal States in Polish and American Mother-Preschooler Shared Narratives." Psychology of Language and Communication 22, no. 1 (January 1, 2018): 441–66. http://dx.doi.org/10.2478/plc-2018-0020.
Full textAbstract:
Abstract The present study examined references to cognitive states and emotions in narratives produced by mothers and preschoolers (aged 3 or 5 years) in Polish and American families. Participants were 32 mother-child dyads from Poland and 32 mother-child dyads from the United States. The two samples were matched with regard to child age, child gender, maternal age, and maternal education. The mother-child dyads were asked to tell three personal narratives. The co-constructed narratives were coded for mother and child references to cognitive states and emotions. Polish mothers were found to include significantly more references to cognitive states in their narratives than American mothers. Results also revealed significant correlations between mothers’ and children’s references to cognitive states across both samples. Related to child development, 5-year-olds produced significantly more tokens in the narratives than 3-year-olds. This study shows that mothers’ use of cognitive state terms in shared narratives with their young children differs across two Western cultural contexts. The results of this study are discussed with regard to two themes in developmental psycholinguistics: relations between maternal and child language use, and cross-cultural variation.
40
Joish, Vijay N., Daniel C. Malone, and Joseph M. Miller. "A cost-benefit analysis of vision screening methods for preschoolers and school-age children." Journal of American Association for Pediatric Ophthalmology and Strabismus 7, no. 4 (August 2003): 283–90. http://dx.doi.org/10.1016/s1091-8531(03)00116-2.
Full text
41
Lempert, Philip. "A cost-benefit analysis of vision-screening methods for preschoolers and school-age children." Journal of American Association for Pediatric Ophthalmology and Strabismus 8, no. 1 (February 2004): 74. http://dx.doi.org/10.1016/j.jaapos.2003.10.010.
Full text
42
Joish, V. N., D. C. Malone, and J. M. Miller. "A cost-benefit analysis of vision screening methods for preschoolers and school-age children." American Journal of Ophthalmology 137, no. 5 (May 2004): 973. http://dx.doi.org/10.1016/j.ajo.2004.02.090.
Full text
43
Sürmeli, Natalie. "Ist der Verbwortschatz entscheidend für die Makrostruktur? Eine Analyse anhand elizitierter Narrative deutsch-russisch bilingualer Vor- und Grundschulkinder." ZAS Papers in Linguistics 62 (September 12, 2019): 89–117. http://dx.doi.org/10.21248/zaspil.62.2019.445.
Full textAbstract:
This study explores the relation between the development of narrative skills at the macrostructural level and the productive lexical abilities (verbs) of German-Russian children. The narratives are elicited using the Multilingual Assessment Instrument for Narratives (MAIN) and the lexical abilities are assessed using different tests. Twenty-one preschoolers (mean age: 3;9), forty-four 1st graders (mean age: 6;11) and twenty-two 3rd graders (mean age: 9;3) were included in the study. Correlation analyses were performed between verb lexicon and the following macrostructural components: Story Structure, Structural Complexity and Internal State Terms. The analysis also targets cross-language effects. In addition, the production of verbs within the elicited narratives was taken into account. Some positive correlations were found; however, no clear pattern across age groups and languages was observed. It is suggested that cognitive abilities might be a more decisive factor than lexical abilities and/or that the verbs assessed via the vocabulary tests are more specific than the ones required to achieve high scores for macrostructure.
44
Košutar, Sara, Matea Kramarić, and Gordana Hržica. "Age-Related Differences in the Expression of Causal Relationships During Narrative Production of Croatian Children." Rasprave Instituta za hrvatski jezik i jezikoslovlje 48, no. 1 (July 29, 2022): 327–47. http://dx.doi.org/10.31724/rihjj.48.1.15.
Full textAbstract:
A successful narration relies on the ability of an individual to express a coherent sequence of temporally and causally related events organised around a specific theme, and this skill typically develops in early preschool age. Narrative coherence can be assessed by sequences or elements of story grammar. According to the causal network model, story grammar is viewed as an interconnected network of causal relationships, including enabling, physical, motivational, and psychological relationships. The importance of causal coherence has been recognised in many studies dealing with narrative discourse from the developmentalperspective. However, previous studies have reported inconsistent results with respect to the use of different types of causal relationships in the narratives of children of different ages. In the present study, we aimed to examine the differences between preschool and school children in their ability to express causal relationships, both overall and specific, in the narratives that they produce. Participants were monolingual Croatian-speaking children with typical language development, who were stratified into two groups: preschool (n = 41, mean age = 6;3 years) and school children (n = 50, mean age = 8;4 years). Narratives were collected using the Multilingual Assessment Instrument for Narratives (MAIN), which was adapted to Croatian. The results show significant differences between the two groups of children in the overall proportion of causal relationships expressed, as well as specifically in the proportion of motivational relationships. There were no significant differences between the groups in production of enabling, physical, or psychological relationships. School children expressed more causal relationships overall than preschool children, as well as specifically more motivational relationships. As far as we know, this study is the first to investigate causality in the narratives of monolingual Croatian-speaking children using the causal network model. Our results only partially confirm the findings of previous studies, suggesting the need for further research to better understand the development of causal coherence in children’s narrative discourse.
45
Hairol, Mohd Izzuddin, Naufal Nordin, Jacqueline P’ng, Sharanjeet Sharanjeet-Kaur, Sumithira Narayanasamy, Manisah Mohd-Ali, Mahadir Ahmad, and Masne Kadar. "Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study." PLOS ONE 16, no. 3 (March 3, 2021): e0246846. http://dx.doi.org/10.1371/journal.pone.0246846.
Full textAbstract:
Visual-motor integration (VMI) is related to children’s academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08–6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools’ classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers’ VMI scores. Overall, Malaysian preschoolers’ VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers’ Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.
46
Mills, Monique T., Ruth V. Watkins, and Julie A. Washington. "Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children." Language, Speech, and Hearing Services in Schools 44, no. 2 (April 2013): 211–23. http://dx.doi.org/10.1044/0161-1461(2012/12-0021).
Full textAbstract:
Purpose To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, Grades 2–5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these 2 contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the 2 types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and microstructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted.
47
Peverill, Sarah, Isabel M. Smith, Eric Duku, Peter Szatmari, Pat Mirenda, Tracy Vaillancourt, Joanne Volden, et al. "Developmental Trajectories of Feeding Problems in Children with Autism Spectrum Disorder." Journal of Pediatric Psychology 44, no. 8 (May 15, 2019): 988–98. http://dx.doi.org/10.1093/jpepsy/jsz033.
Full textAbstract:
Abstract Objective Although feeding problems are a common concern in children with autism spectrum disorder (ASD), few longitudinal studies have examined their persistence over time. The purpose of this study was to examine the developmental progression of feeding problems across four time points in preschoolers with ASD. Methods Group-based trajectory analyses revealed four distinct trajectories of feeding problems in our sample (N = 396). Results The majority of children showed levels of feeding problems that were low from the outset and stable (Group 1; 26.3%) or moderate and declining over time (Group 2; 38.9%). A third group (26.5%) showed high levels of feeding problems as preschoolers that declined to the average range by school age. Few participants (8.3%) showed evidence of severe chronic feeding problems. Feeding problems were more highly correlated with general behavior problems than with autism symptom severity. Conclusions Overall, our findings demonstrated that in our sample of children with ASD, most feeding problems remitted over time, but a small subgroup showed chronic feeding problems into school age. It is important to consider and assess feeding problems in ASD against the backdrop of typical development, as many children with ASD may show improvement with age.
48
Lahuerta-Contell, Sara, Javier Molina-García, Ana Queralt, and Vladimir E. Martínez-Bello. "The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers." Children 8, no. 2 (January 25, 2021): 82. http://dx.doi.org/10.3390/children8020082.
Full textAbstract:
Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations.
49
Shi, Jin, Haiping Xue, Chenchen Fang, and Li Luo. "Can After-School Tutoring Sustainably Empower Preschoolers’ Development? —A Longitudinal Study." Sustainability 14, no. 16 (August 16, 2022): 10144. http://dx.doi.org/10.3390/su141610144.
Full textAbstract:
Participation in after-school tutoring is becoming increasingly prevalent among young children in China and worldwide. This study explores whether children aged 3 to 6 can achieve sustainable and empowered development by participating in after-school tutoring, using propensity score matching based on the data from 664 children on a baseline date and 367 children on a follow-up date. It is found that gender, age, and family socioeconomic status are major factors that affect preschool children’s participation in after-school tutoring. Baseline data reveals that participation in after-school tutoring has no significant impact on children’s learning and development. Follow-up study after one year shows that, except for the significant improvement in children’s language development, after-school tutoring has no significant impact on other areas. Further subsampled studies show that after the children in 3- to 4-year-old classrooms at baseline who have participated in after-school tutoring enter 4- to 5-year-old classrooms, they have significant improvement in social development, language, and learning quality. However, there is no such significant improvement for the children from 4- to 5-year-old classrooms to 5- to 6-year-old classrooms. In general, after-school tutoring has no immediate effect and limited lasting impact on preschool children’s learning and development. These findings suggest that parents should respect the laws of child development, and advanced or incorrect tutoring will only increase the pressure on children and the economic burden on family, without promoting the sustainable development of children.
50
Evdokimova, V. E., and N. N. Ustinova. "ORGANIZATION OF CLASSES ON ROBOTICS FOR PRESCHOOLERS USING LEGO WEDO." Informatics in school, no. 2 (April 3, 2019): 60–64. http://dx.doi.org/10.32517/2221-1993-2019-18-2-60-64.
Full textAbstract:
The article analyzes the need for the development of technical skills and algorithmic literacy starting from preschool age. Considerable attention is paid to the popularization of educational robotics for children of senior preschool age, the formation of their primary ideas about technology, its properties, and its purpose in human life. The program "School of Young Engineers" is proposed. The focus of the program is to develop technical creativity of children of senior preschool age by means of robotics. The main idea of the program is to wide and deep the content of the educational activities of preschoolers using LEGO.