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Journal articles on the topic 'Year olds'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

BÄCKMAN, LARS, and THOMAS KARLSSON. "Episodic remembering in young adults, 73-year-olds, and 82-year-olds." Scandinavian Journal of Psychology 27, no. 1 (March 1986): 320–25. http://dx.doi.org/10.1111/j.1467-9450.1986.tb01210.x.

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2

Simonov, Sergey N., Nelli Yu Bolshakova, Valeriia S. Malchikova, and Viktoria A. Uryaseva. "Medical and social aspects for reproductive behavior of female students." Medicine and Physical Education: Science and Practice, no. 12 (2021): 30–40. http://dx.doi.org/10.20310/2658-7688-2021-3-4(12)-30-40.

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Factors with a significant impact on reproductive behavior include the promotion of sexual violence, widespread bad habits (smoking, alcoholism, drug addiction), fear of not finding or losing a job and financial dependence on parents. The need for active influence on the formation of a healthy lifestyle of young people is due to the significant spread of risky behavior among this category of the population. The purpose of the study: with the survey results to study the peculiarities of reproductive behavior of female students of educational institutions of a typical agro-industrial region of the Central Federal District – the Tambov Region. Materials and methods. The object of our research was female students studying in secondary specialized and higher educational institutions. We conducted an anonymous survey of girls (n = 1569) aged 14–20 years. The questionnaires of the respondents were analyzed in 4 age groups: 14 year olds (n = 117; 7.4 %), 15–16 year olds (n = 704; 44.9 %), 17–18 year olds (n = 530; 33.7 %) and 19–20 year olds (n = 218; 13.9 %). Results. Only 51.1 % of teenage girls aged 14 years believe that sexual activity should begin after marriage, while 48.9 % – before marriage at the age of 17–18 years. The responses of 15 and 16 year olds (52.2 and 47.8 %, respectively) and 18 and 19 year olds (57.95 and 42.05 %, respectively) were distributed in almost the same way. Among girls who have sexual life: only 33.1 % of 15–16-year-old respondents believe that it is worth starting a sexual life after marriage, and among 17–18 year olds only 22.2 % think so. The main reasons for the onset of sexual activity: falling in love – 92.1 % of 15–16 year olds, 82.2 % – 17–18 year olds, 83.3 % – 19–20 year olds; curiosity – 12.7 % of 15–16 year olds, 15.8 % – 17–18 year olds, 10.2 % – 19–20 year olds; experience acquisition – 6.4 % of 15–16 year olds, 5.9 % – 17–18 year olds, 2.8 % – 19–20 year olds; strong sexual attraction – 20.6 % of 15–16 year olds, 24.3 % – 17–18 year olds, 23.2 % – 19–20 year olds. Under the influence of alcohol, 7.9 % of girls aged 15–16 years started sexual life, 18.4 % – at the age of 17–20 years. Conclusion. The application of an integrated approach using a questionnaire of adolescent girls makes it possible to identify risk factors for reproductive health disorders, to investigate the mechanisms of formation of adolescents’ knowledge on healthy lifestyle issues, the dangers of early sexual intercourse, the use of means to prevent sexually transmitted infections and pregnancy.

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3

Liebetrau, Martin, Bertil Steen, and Ingmar Skoog. "Stroke in 85-Year-Olds." Stroke 34, no. 11 (November 2003): 2617–22. http://dx.doi.org/10.1161/01.str.0000094420.80781.a9.

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4

DILLER, LAWRENCE H. "Lessons from Three Year Olds." Journal of Developmental and Behavioral Pediatrics 23, Supplement (February 2002): S10—S12. http://dx.doi.org/10.1097/00004703-200202001-00003.

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5

Lindon, Jennie. "Talking to three-year-olds." Practical Pre-School 2013, no. 149 (June 2013): 10–11. http://dx.doi.org/10.12968/prps.2013.1.149.10.

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6

Hook, Elaine. "Providing for two-year-olds." Practical Pre-School 2013, no. 152 (September 2013): 12–14. http://dx.doi.org/10.12968/prps.2013.1.152.12.

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7

Faux, Karen. "Two-year-olds in schools?" Practical Pre-School 2014, no. 161 (June 2, 2014): 3. http://dx.doi.org/10.12968/prps.2014.1.161.3.

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8

Fogelman, Ken. "Nine-Year-Olds Grow Up." Population Studies 42, no. 1 (March 1, 1988): 150–51. http://dx.doi.org/10.1080/0032472031000143256.

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9

Fawcett, Liz. "Tips for two-year-olds." Child Care 8, no. 6 (June 2011): 6. http://dx.doi.org/10.12968/chca.2011.8.6.6.

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10

Kent, Ray D., and Harold R. Bauer. "Vocalizations of one-year-olds." Journal of Child Language 12, no. 3 (October 1985): 491–526. http://dx.doi.org/10.1017/s0305000900006620.

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ABSTRACTMother–infant interactions were recorded for five dyads in a home environment. This report describes the vocalizations produced when the infants were 13 months old. Data are reported on syllable structure, phonetic properties of vowel-like and consonant-like segments, intonation contours and peak f0 values for individual syllables. In general, the acoustic–phonetic properties of the 13-month-olds' vocalizations were consistent with data reported in other studies for younger and older children. Hence, the results are seen as evidence for an overall continuity in early phonetic development.

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11

Bishop, D. V. M., and A. Edmundson. "Language-Impaired 4-Year-Olds." Journal of Speech and Hearing Disorders 52, no. 2 (May 1987): 156–73. http://dx.doi.org/10.1044/jshd.5202.156.

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In a prospective, longitudinal study, 87 language-impaired children were assessed at the ages of 4, 4½, and 5½ years on a battery of language measures. In 37% of children, who were termed the "good outcome group," the language disorder had resolved by the age of 5½ years so that children were indistinguishable from a control group. If one restricted consideration only to those 68 children whose nonverbal ability was within normal limits, the figure rose to 44%. Outcome for individual children (good or poor) could be predicted with 90% accuracy on the basis of test measures obtained at 4 years. The best predictor was ability to tell back a simple story to pictures. The one language measure that did not relate to outcome was phonological competence.

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12

Lewis, Michael, Catherine Stanger, and Margaret W. Sullivan. "Deception in 3-year-olds." Developmental Psychology 25, no. 3 (1989): 439–43. http://dx.doi.org/10.1037/0012-1649.25.3.439.

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13

Maroni, Lesley. "Understanding 4–5-year-olds." DECP Debate 1, no. 132 (September 2009): 38–39. http://dx.doi.org/10.53841/bpsdeb.2009.1.132.38.

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14

Cortez, Alan B., Julia Wilkins, Eric Handler, Marc A. Lerner, Raoul Burchette, and Lawrence S. Wissow. "Multistage Adolescent Depression Screening: A Comparison of 11-Year-Olds to 12-Year-Olds." Permanente Journal 25, no. 2 (June 2021): 1. http://dx.doi.org/10.7812/tpp/20.233.

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15

Zharkova, Natalia. "Voiceless alveolar stop coarticulation in typically developing 5-year-olds and 13-year-olds." Clinical Linguistics & Phonetics 31, no. 7-9 (January 13, 2017): 503–13. http://dx.doi.org/10.1080/02699206.2016.1268209.

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16

Watson, Anne C., Kathleen M. Painter, and Marc H. Bornstein. "Longitudinal Relations Between 2-Year-Olds' Language and 4-Year-Olds' Theory of Mind." Journal of Cognition and Development 2, no. 4 (November 2001): 449–57. http://dx.doi.org/10.1207/s15327647jcd0204_5.

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17

Wright, Robert J. "A study of the numerical development of 5-year-olds and 6-year-olds." Educational Studies in Mathematics 26, no. 1 (January 1994): 25–44. http://dx.doi.org/10.1007/bf01273299.

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18

Ellis, Hadyn D., and Rhona H. Flin. "Encoding and storage effects in 7-year-olds' and 10-year-olds' memory for faces." British Journal of Developmental Psychology 8, no. 1 (March 1990): 77–92. http://dx.doi.org/10.1111/j.2044-835x.1990.tb00823.x.

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19

Koenig, Laura L. "The development of laryngeal coarticulation: Comparison of women, 5‐year‐olds, and 10‐year‐olds." Journal of the Acoustical Society of America 117, no. 4 (April 2005): 2573. http://dx.doi.org/10.1121/1.4788578.

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20

McNeil, Nicole M. "U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problems." Developmental Psychology 43, no. 3 (2007): 687–95. http://dx.doi.org/10.1037/0012-1649.43.3.687.

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21

Podmore, Valerie N. "4-year-olds, 6-year-olds, and microcomputers: A study of perceptions and social behaviors." Journal of Applied Developmental Psychology 12, no. 1 (January 1991): 87–101. http://dx.doi.org/10.1016/0193-3973(91)90033-z.

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22

Taillie, Lindsey Smith, Myriam C. Afeiche, Alison L. Eldridge, and Barry M. Popkin. "The contribution of at-home and away-from-home food to dietary intake among 2–13-year-old Mexican children." Public Health Nutrition 20, no. 14 (September 9, 2016): 2559–68. http://dx.doi.org/10.1017/s1368980016002196.

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AbstractObjectiveAway-from-home foods have been shown to have lower nutritional quality and larger portion sizes than many foods prepared at home. We aimed to describe energy and nutrient intakes among 2–13-year-old Mexican children by eating location (at home and away from home), overall, by socio-economic status (SES) and by urbanicity.DesignDietary intake was collected via one 24 h recall in the 2012 Mexican National Health and Nutrition Survey (ENSANUT). Location was reported for each food consumed. Results were adjusted for sex, day of recall, region, weight status, SES and urbanicity.SettingMexico (nationally representative).SubjectsChildren aged 2–5 years (n1905) and 6–13 years (n2868).ResultsChildren consumed the majority of daily energy at home (89% of 2–5-year-olds; 82 % of 6–13-year-olds). The most common away-from-home eating location was school (22 % of 2–5-year-olds; 43 % of 6–13-year-olds), followed by the street (14 % of 2–5-year-olds; 13 % of 6–13-year-olds). The most common foods consumed away from home were wheat/rice and corn mixed dishes, sugar-sweetened beverages, pastries/candy/desserts, milk (2–5-year-olds only) and salty snacks (6–13-year-olds). Multivariate models showed that high-SES 2–5-year-olds consumed 14 % of daily energy away from homev. 8 % among low-SES 2–5-year-olds, and high-SES 6–13-year-olds consumed 21 % of daily energy away from homev. 14 % among low-SES 6–13 year-olds. There were no differences by urban residence.ConclusionsAmong Mexican children, most foods and beverages were consumed at home. However, the percentage of foods consumed or purchased away from home increased with age and with SES.

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23

SMITH, BRUCE L., KARLA K. MCGREGOR, and DARCIE DEMILLE. "Phonological development in lexically precocious 2-year-olds." Applied Psycholinguistics 27, no. 3 (July 2006): 355–75. http://dx.doi.org/10.1017/s0142716406060310.

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To examine interactions between young children's vocabulary size and their phonological abilities, spontaneous language samples were collected from 24-month-olds with precocious lexicons, their age mates (24-month-olds with average-sized lexicons), and their vocabulary mates (30-month-olds with average-sized lexicons). Phonological ability was measured in a variety of ways, such as the number of different consonants that were targeted, the number of different consonants produced correctly, the percentage of consonants produced correctly, and the occurrence of phonological processes. The lexically precocious 24-month-olds were similar to their vocabulary mates on most measures of phonological ability, and both of these groups were generally superior to the 24-month-olds with smaller lexicons. These findings supported a hypothesized relationship between lexicon size and phonological performance, and demonstrated that 2-year-olds' phonological development is more closely related to size of the lexicon than chronological age.

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24

Mittal, Tarun K., Anthony J. Ireland, Nikki E. Atack, Sam D. Leary, Joyce I. Russell, Scott A. Deacon, Andy R. Ness, and Jonathan R. Sandy. "Outcome Measures in UCLP: The Modified 5-Year-Olds’-Index—Development and Reliability." Cleft Palate-Craniofacial Journal 56, no. 2 (May 11, 2018): 248–56. http://dx.doi.org/10.1177/1055665618774018.

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Objective: Can we reliably discriminate severity within the existing categories of the 5-Year-Olds’ Index? Design: Retrospective method comparison and development study. Setting: School of Oral and Dental Science, University of Bristol. Methods: Dental study models of 5-year-olds with unilateral cleft lip and palate (UCLP) were collected from the archives of 2 national cleft surveys (n = 351). One hundred randomly selected models were ranked to construct the modified 5-Year-Olds’ Index and also scored using a visual analogue scale (VAS). Reliability testing was performed on 51 study models. Visual analogue scale scores were used to aid statistical analysis and investigate the reliability of a VAS for outcome measurement. The modified 5-Year-Olds’ Index was then applied to 198 study models of 5-year-olds with UCLP. Results: The modified 5-Year-Olds’ Index showed excellent intra and interexaminer agreement (intraclass correlation > 0.94) and good discrimination of severity. When applied to the Cleft Care UK participants (n = 198), the modified 5-Year-Olds’ Index showed good discrimination of severity within the better categories (groups 1-3) of the 5-Year-Olds’ Index. Visual analogue Scale scores resulted in unacceptable variation between measurements. Conclusions: The new modified 5-Year-Olds’ Index is a reliable method of assessing outcomes at 5 years of age and showed improved discriminatory power between the “better” outcome categories than the original 5-Year-Olds’ Index. A VAS was found to be unsuitable for assessing outcome at 5 years of age for children with UCLP.

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25

Marshall, Gary S., Vitali Pool, David P. Greenberg, David R. Johnson, Xiaohua Sheng, and Michael D. Decker. "Safety and Immunogenicity of Tetanus-Diphtheria-Acellular Pertussis Vaccine Administered to Children 10 or 11 Years of Age." Clinical and Vaccine Immunology 21, no. 11 (September 17, 2014): 1560–64. http://dx.doi.org/10.1128/cvi.00474-14.

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ABSTRACTBoosting immunity to tetanus, diphtheria, and pertussis through the use of Tdap vaccines is routinely recommended at 11 to 12 years of age; some states, however, require Tdap for entry into middle school, which may begin at 10 years of age. This study was conducted to determine whether Tdap5 (Adacel), which is licensed for use in children beginning at 11 years of age, is as safe and immunogenic in 10-year-olds as it is in 11-year-olds. Children who had received 5 previous doses of any diphtheria-tetanus-acellular pertussis (DTaP) vaccine were enrolled in a phase IV clinical trial; 646 10-year-olds and 645 11-year-olds completed the study, which involved a single intramuscular dose of Tdap5 along with pre- and postvaccination serologies. Postvaccination geometric mean concentrations (GMCs) of antibody to pertussis antigens (pertussis toxoid, filamentous hemagglutinin, pertactin, and fimbria types 2 and 3) of 10-year-olds were noninferior to those of 11-year-olds, as were booster response rates for all pertussis antibodies, except for those to fimbrial antigens (94% and 97%, respectively). Seroprotection rates among 10-year-olds for tetanus and diphtheria were noninferior to those in 11-year-olds. Rates of injection site reactions, solicited systemic reactions, and unsolicited adverse events, adverse reactions, and serious adverse events were similar in the two groups. These data support the conclusion that Tdap5 is safe and immunogenic in 10-year-olds. (This study has been registered at ClinicalTrials.gov under registration no. NCT01311557.)

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26

Mangat, Halinder S., Brady Rippon, Nikita T. Reddy, Akheel A. Syed, Joel M. Maruthanal, Susanne Luedtke, Jyothy J. Puthumana, Abhinash Srivatsa, Arnold Bosman, and Patty Kostkova. "Reported rates of all-cause serious adverse events following immunization with BNT-162b in 5–17-year-old children in the United States." PLOS ONE 18, no. 2 (February 17, 2023): e0281993. http://dx.doi.org/10.1371/journal.pone.0281993.

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Vaccine development against COVID-19 has mitigated severe disease. However, reports of rare but serious adverse events following immunization (sAEFI) in the young populations are fuelling parental anxiety and vaccine hesitancy. With a very early season of viral illnesses including COVID-19, respiratory syncytial virus (RSV), influenza, metapneumovirus and several others, children are facing a winter with significant respiratory illness burdens. Yet, COVID-19 vaccine and booster uptake remain sluggish due to the mistaken beliefs that children have low rates of severe COVID-19 illness as well as rare but severe complications from COVID-19 vaccine are common. In this study we examined composite sAEFI reported in association with COVID-19 vaccines in the United States (US) amongst 5-17-year-old children, to ascertain the composite reported risk associated with vaccination. Between December 13, 2020, and April 13, 2022, a total of 467,890,599 COVID-19 vaccine doses were administered to individuals aged 5–65 years in the US, of which 180 million people received at least 2 doses. In association with these, a total of 177,679 AEFI were reported to the Vaccine Adverse Event reporting System (VAERS) of which 31,797 (17.9%) were serious. The rates of ED visits per 100,000 recipients were 2.56 (95% CI: 2.70–3.47) amongst 5-11-year-olds, 18.25 (17.57–18.95) amongst 12-17-year-olds and 33.74 (33.36–34.13) amongst 18-65-year olds; hospitalizations were 1.07 (95% CI 0.87–1.32) per 100,000 in 5-11-year-olds, 6.83 (6.42–7.26) in 12-17-year olds and 8.15 (7.96–8.35) in 18–65 years; life-threatening events were 0.14 (95% CI: 0.08–0.25) per 100,000 in 5-11-year olds, 1.22 (1.05–1.41) in 12-17-year-olds and 2.96 (2.85–3.08) in 18–65 year olds; and death 0.03 (95% CI 0.01–0.10) per 100,000 in 5–11 year olds, 0.08 (0.05–0.14) amongst 12-17-year olds and 0.76 (0.71–0.82) in 18–65 years age group. The results of our study from national population surveillance data demonstrate rates of reported serious AEFIs amongst 5–17-year-olds which appear to be significantly lower than in 18-65-year-olds. These low risks must be taken into account in overall recommendation of COVID-19 vaccination amongst children.

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27

Shuiskaya, Tatiana V. "Rhotacism and pararhotacism in child’s speech." Theoretical and Applied Linguistics, no. 4 (2021): 169–78. http://dx.doi.org/10.22250/2410-7190_2021_7_4_169_178.

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The aim of the research, presented in this article, is to find out whether five-year-olds have rhotacism (distorted pronunciation of /r/, /rʲ/ phonemes) or pararhotacism (/r/, /rʲ/ replacement by another consonant). The results of this study were compared to the data obtained from the research carried out with the same subjects when they were three years old. To analyse acoustic features of both consonants /r/ and /rʲ/ the method of minimal pairs was used. The results enabled to conclude that three year-olds did not have rhotacism while 10% of five year-olds had rhoticism. It was a rolling way of pronouncing /r/ and /rʲ/. Hard trill is more difficult to pronounce than soft trill. Pararhotacism occurred in the speech of 20% of five year-olds while in three-year-olds speech it reached 80%. Unlike three-year-olds, five-year-olds did not substitute soft trill /rʲ/ with any other consonants.

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28

Gabbard, Carl, and Daniel Bonfigli. "Foot Laterality in Four-Year-Olds." Perceptual and Motor Skills 65, no. 3 (December 1987): 943–46. http://dx.doi.org/10.2466/pms.1987.65.3.943.

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This study examined the lateral foot preferences of 153 4-yr.-olds by systematic presentation of three foot dominance tasks. The foot behavior indicated that 46% of the sample preferred use of the right foot, 50% were of mixed dominance, and 4% exhibited left-footedness. Speculation that footedness may be established at an earlier age than handedness was not supported by this study. It also appears that between 4 and 5 yr. of age may be a critical period in the development of foot laterality.

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29

Shuiskaya, Tatiana V. "ELISION IN 3-YEAR-OLDS SPEECH." Theoretical and Applied Linguistics 3, no. 2 (2017): 104–12. http://dx.doi.org/10.22250/2410-7190_2017_3_2_104_112.

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30

Lenihan, William. "No Treatments for 20-Year-Olds?" International Society of Hair Restoration Surgery 7, no. 3 (May 1997): 16.1–16. http://dx.doi.org/10.33589/7.3.16a.

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31

Meisels, S. J. "Should We Test 4-Year-Olds?" PEDIATRICS 113, no. 5 (April 30, 2004): 1401–2. http://dx.doi.org/10.1542/peds.113.5.1401.

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32

L., J. F. "DREADED TEST FOR 4-YEAR-OLDS." Pediatrics 88, no. 5 (November 1, 1991): A32. http://dx.doi.org/10.1542/peds.88.5.a32a.

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The first shot has been fired in a rebellion against one of the special ordeals of New York life: the frenzied competition among children barely out of diapers for admission to private schools. . . .the directors of 55 of the city's top-flight nursery schools signed a letter announcing that they were "seriously considering eliminating testing in our schools" of their 4-year-olds seeking admission to private schools through their kindergartens.

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33

Hess, Frederick M. "What Our 17-Year-Olds Know." Teachers College Record: The Voice of Scholarship in Education 110, no. 14 (November 2008): 143–46. http://dx.doi.org/10.1177/016146810811001443.

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34

Hinde, Robert A., Alison Tamplin, and Jane Barrett. "Social isolation in 4-year-olds." British Journal of Developmental Psychology 11, no. 3 (September 1993): 211–36. http://dx.doi.org/10.1111/j.2044-835x.1993.tb00599.x.

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35

Maxwell, Nicholas. "Philosophy Seminars for Five-year-olds." Gifted Education International 22, no. 2-3 (January 2007): 122–27. http://dx.doi.org/10.1177/026142940702200303.

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36

Schober-Peterson, Debra, and Cynthia J. Johnson. "Conversational Topics of 4-Year-Olds." Journal of Speech, Language, and Hearing Research 32, no. 4 (December 1989): 857–70. http://dx.doi.org/10.1044/jshr.3204.857.

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Young children's ability to participate in conversation has been of particular interest in the study of pragmatic aspects of language. In this study, topics of conversation were investigated by videotaping 10 dyads of 4-year-old children during play. Ten-minute samples were analyzed according to a number of topic-dependent measures. Results revealed that all dyads evidenced some lengthy topics (13–91 utterances). Longer topics were characterized by three text-level functions: Enacting Scenarios, Describing, and Problem Solving. Nevertheless, three fourths of all dialogues were considered relatively short. Generally, partners contributed equally to dialogue, but in some dyads, 1 child dominated initiation. Findings of the study suggest that 4-year-olds are capable of extended participation in dialogue, at least part of the time. Naturalistic play settings may elicit samples of conversation that are representative of preschoolers' ability.

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37

Barsby, Julie. "Self evaluation and seven year olds." Education 3-13 19, no. 1 (March 1991): 12–17. http://dx.doi.org/10.1080/03004279185200031.

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38

Brown, Nina, Brian Frankland, and Shirley Revitt. "SATs, science and seven year olds." Education 3-13 20, no. 1 (March 1992): 10–12. http://dx.doi.org/10.1080/03004279285200031.

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39

Jolly, Helen R., and Kim Plunkett. "Inflectional Bootstrapping in 2-year-olds." Language and Speech 51, no. 1-2 (March 2008): 45–59. http://dx.doi.org/10.1177/00238309080510010401.

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40

Lindon, Jennie. "A focus on five-year-olds." 5 to 7 Educator 2010, no. 61 (January 2010): 24–28. http://dx.doi.org/10.12968/ftse.2010.9.1.45698.

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41

Campbell, Melanie M., Richard S. McGowan, Nancy S. McGarr, and Katherine S. Harris. "Articulatory compensation in four‐year‐olds." Journal of the Acoustical Society of America 89, no. 4B (April 1991): 1980. http://dx.doi.org/10.1121/1.2029759.

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42

Eisenberg, Sarita L., Ling-Yu Guo, and Mor Germezia. "How Grammatical Are 3-Year-Olds?" Language, Speech, and Hearing Services in Schools 43, no. 1 (January 2012): 36–52. http://dx.doi.org/10.1044/0161-1461(2011/10-0093).

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43

Stoel-Gammon, Carol. "Phonological Skills of 2-Year-Olds." Language, Speech, and Hearing Services in Schools 18, no. 4 (October 1987): 323–29. http://dx.doi.org/10.1044/0161-1461.1804.323.

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Conversational speech samples from 33 2-year-olds were analyzed to determine the word and syllable shapes produced, the inventories of initial and final consonantal phones and the percentage of consonants correct. The findings provide a profile of the phonological skills of normally developing 2-year-olds which can be used to assess young children with possible phonological disorders.

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44

Skoog, Ingmar. "Sex and Swedish 85-Year-Olds." New England Journal of Medicine 334, no. 17 (April 25, 1996): 1140–41. http://dx.doi.org/10.1056/nejm199604253341718.

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45

Johnston, O., J. Crawford, and H. Short. "POOR COORDINATION IN FIVE-YEAR-OLDS." Journal of Pediatric Orthopaedics 8, no. 1 (January 1988): 119. http://dx.doi.org/10.1097/01241398-198801000-00030.

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46

HAKE, KARIN. "Five-Year-Olds' Fascination for Television." Childhood 8, no. 4 (November 2001): 423–41. http://dx.doi.org/10.1177/0907568201008004002.

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Cruttenden, Alan. "Intonation comprehension in ten-year-olds." Journal of Child Language 12, no. 3 (October 1985): 643–61. http://dx.doi.org/10.1017/s030500090000670x.

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ABSTRACTThe comprehension of nine intonational contrasts involving different intonation-groupings, different nucleus placements, and different tones, was examined in 20 ten-year-old children and 20 adults. Fewer ten-year-olds than adults answered correctly on almost all tasks. Initial hypotheses concerning the order of acquisition among the three systems (grouping, nucleus placement, and tone) were in general not confirmed. But the distinction between context-wide and context-limited tonal meanings was predictive of acquisition; and a similar distinction based on local meanings rather than on the intonation patterns themselves is likely to apply to groupings and nucleus placements.

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Pretorius, E. J. "“What do 10–year–olds remember?”." South African Journal of Linguistics 12, sup20 (June 1994): 38–71. http://dx.doi.org/10.1080/10118063.1994.9723948.

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West, Anne, and Andreas Varlaam. "Educational provision for four‐year‐olds." Research Papers in Education 6, no. 2 (June 1991): 99–131. http://dx.doi.org/10.1080/0267152910060203.

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Sands, G. "Negotiating Curriculum with Seven Year Olds." Aboriginal Child at School 16, no. 4 (September 1988): 3–20. http://dx.doi.org/10.1017/s0310582200015479.

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ABSTRACTThis paper is concerned with the notion of negotiating curriculum with an infants class in the environmental studies area. It explains the process the children went through and then discusses child and teacher roles within the program, evaluation of the program and the assumptions underlying the concept of negotiation and collaboration.

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