•Children’s understanding of epistemic and deontic uses of ask and tell was examined.•An emergence of understanding was found at 5 years of age.•There was no evidence that deontic understanding ...emerged earlier than epistemic.•Epistemic and deontic understanding were both related to theory-of-mind development.
The verbs ask and tell can be used both epistemically, referring to the flow of information, and deontically, referring to obligations through polite requests or commands. Some researchers suggest that children’s understanding of deontic modals emerges earlier than their understanding of epistemic modals, possibly because theory of mind is required to understand epistemic modals. In the current study, 184 children aged 3–6 years were presented with vignettes depicting epistemic and deontic asking and telling and were asked whether the speaker asked or told, followed by first-order theory-of-mind tasks. An emergence of both epistemic and deontic understanding was found at 5 years of age, and both were correlated with children’s theory-of-mind understanding. These findings are consistent with arguments that both epistemic and deontic understanding implicate theory-of-mind awareness and provide insight into the developmental trajectory of children’s understanding.
This article describes an online language learning context in which teletandem sessions (Telles, 2009) have been integrated into the syllabus of a Modern Languages Degree Course at the Universidade ...Federal de Goiás (UFG), Brazil, as an internationalization at home action. In the second semester of 2021, the subject “Aprendizaje de Portugués y Español en Teletandem” was offered with the participation of ten Brazilian students who were majoring in Spanish at the UFG, nine Argentine students from different undergraduate courses from the Universidad de Cuyo, and one undergraduate student from the Universidad de Buenos Aires. In this virtual learning context, the Brazilians could teach Portuguese to the Argentinians and improve their fluency in Spanish through interactions with them. They also had to develop a project about a chosen theme and work on it, considering the Brazilian and Argentine contexts. The data for this case study (Johnson, 1992) was obtained through video recordings of the interviews of two pairs of students. The results show that the participants could learn an additional language, improve their intercultural skills, and talk about real-world problems in Brazil and Argentina, like the lack of water in some cities, the devaluation of women’s work, etc. The students’ reflections on these topics made them more socially aware of living in a more harmonious world where diversity is highly valued.
The article deals with the issues of children’s cultural and linguistic development in the pro-cess of foreign languages early learning and offers theory and practice foundation for children’s ...cognitive and intellectual development. The necessity of improving early language education in con-nection with the identified causes at the socio-pedagogical, scientific-theoretical and scientific-methodological levels is substantiated. The focus on the in-depth study of the classical theory of preschool children psychophysiolog-ical features is logically argued. Taking as a basis L.S. Vygotsky’s cultural and historical concept which includes D.B. Elkonin’s activity approach, the article determines the necessity of creating a teaching environment while providing a broad game basis as the main source of the subject, game and speech activity of the child acquiring cultural and linguistic material. The didactic organization includes the definition of the purpose, principles, requirements for selecting the content and development of modern technology for early developing foreign language teaching. Having adopted a number of educational and game methods after Klarin, the practice-oriented and scientifically-based language development of children is modified, the stages of work-ing with children on language material (presentation, comprehension of the content, involvement in speech activity, discussion of the lesson with children) are described, including both the didactic foundation and the child’s reaction to his/her learning activity. In group game activities, children learn to think, feel and act independently, to find mutual understanding with peers and the teacher, to criticize themselves for wrong actions, to represent the results of their work (to talk, describe, ex-plain, draw, select illustrative material). In conclusion, the results of children’s mastery of cultural and linguistic knowledge are given and a modern interpretation of children’s language development in the framework of an early learn-ing is proposed.
This paper studies the association between caregiver-child interactions and early childhood development in literacy and numeracy in West and Central Africa. Data comes from Multiple Cluster Indicator ...Surveys (MICS) conducted in Central African Republic, Chad, Democratic Republic of the Congo, Gambia, Ghana, Guinea-Bissau, Sierra Leone, and Togo between 2017 and 2020. A multilevel logistic regression is used to estimate the likelihood of being developmentally on track for 35,752 children aged 3-4 years. The results indicate that cognitively stimulating interactions with caregivers such as reading and telling stories are correlated with a higher likelihood of being developmentally on track. Interactions with mothers are associated with significantly higher odds of being developmentally on track but not interactions with fathers.
Zusammenfassung Hintergrund Die Coronaviruspandemie erschwerte durch Schließungen von KiTas die professionelle Unterstützung der altersgerechten Entwicklung von Vorschulkindern. Soziale Isolation, ...familiäre Belastungen und eingeschränkte Freizeit- und Betreuungsangebote können zu entwicklungsrelevanten Defiziten in Sprache und Sozialverhalten von Kindern führen. Welche Auswirkungen die KiTa-Schließungen auf die altersgerechte Entwicklung von Vorschulkindern hatten, wird auf Basis einer explorativen Analyse der Perspektive von pädagogischen KiTa-Fachkräfte untersucht. Methodik Die Erhebung möglicher Auffälligkeiten in der kindlichen Entwicklung nach Rückkehr der Kinder in die KiTa sowie der hier vorliegenden Einflussfaktoren basiert auf leitfadengestützten Telefoninterviews mit pädagogischen Fachkräften der Kindertagesbetreuung ( n = 16) zwischen 11/2021 und 05/2022 in einem niedersächsischen Landkreis. Die Auswertung erfolgte anhand inhaltlich strukturierender qualitativer Inhaltsanalyse nach Kuckartz. Qualitative Gruppenvergleiche wurden nach Wohnort, KiTa-Größe und Betreuungskonzept durchgeführt. Ergebnisse Die Fachkräfte berichteten Auffälligkeiten der Kinder im Bereich der sozial-emotionalen, sprachlichen und motorischen Entwicklung. Innerfamiliäre Förderung, der Wohnort und die Teilnahme an der Notbetreuung werden als Einflussfaktoren identifiziert. Eine innerfamiliäre Förderung während der Schließzeiten, ein ländlicher Wohnort und die Teilnahme an der Notbetreuung zeigten einen positiven Einfluss auf die motorische Entwicklung. Laut Fachkräften hatte die Teilnahme an der Notbetreuung und innerfamiliäre Unterstützung in der häuslichen Betreuung zudem eine protektive Wirkung auf die sozialemotional und die sprachliche Entwicklung. Schlussfolgerung Vorschulkinder entwickelten sich während der Coronaviruspandemie aus Sicht der pädagogischen Fachkräfte je nach Betreuungsmöglichkeiten und Wohnort unterschiedlich. Eine altersgerechte Förderung innerhalb der Familie und in Betreuungseinrichtungen sowie der sichere Zugang zu Bewegungsräumen sind wichtige Komponenten einer gesunden kindlichen Entwicklung, die in zukünftigen Pandemien aufgrund ihrer Relevanz besonders zu berücksichtigen sind. Der Zugang zu niedrigschwelligen und naturnahen Bewegungsräumen in städtischen wie in ländlichen Regionen ist zu prüfen und verstärkt zu fördern. Die Implementierung und Evaluation kleinerer Betreuungsgruppen in KiTas mit individuelleren Fördermöglichkeiten werden empfohlen.
Abstract Background Due to daycare closures, the coronavirus pandemic made it difficult to provide professional support for age-appropriate development of preschool children. Social isolation, family stress and limited leisure activities and childcare can lead to developmental deficits in linguistic skills and social behavior among children and adolescents. The effects of daycare closures on the age-appropriate development of preschool children will be examined based on an exploratory analysis as seen from the perspective of preschool teachers. Methods The investigation of abnormalities in child development after the children’s return to daycare, as well as possible influencing factors, is based on semi-structured telephone interviews with preschool teachers ( n = 16) between 11/2021 and 05/2022 in a district in Lower Saxony. The analysis was conducted using content-structuring qualitative content analysis according to Kuckartz. Qualitative group comparisons based on place of residence, daycare size, and care concept were carried out. Results Preschool teachers described abnormalities in children’s socioemotional, linguistic, and motoric development. Intrafamily support, place of residence, and participation in emergency childcare were identified as influencing factors. Intrafamily support during closure periods, a rural residence, and participation in emergency childcare showed a positive influence on motor development. According to the professionals, participation in emergency childcare and intrafamily support in childcare at home also had a protective effect on socioemotional and linguistic development. Conclusion Preschool children’s development during the coronavirus pandemic varied depending on their access to childcare options and place of residence, according to preschool teachers. Age-appropriate support within families and childcare facilities, as well as safe access to spaces for physical activity are important components of healthy child development that should be given special consideration in future pandemics due to their relevance. Based on the results, access to low-threshold and nature-based spaces for physical activity should be regionally examined and encouraged in both urban and rural areas. The implementation and evaluation of smaller childcare groups in preschools are recommended.
Human linguistic development is constitutionally conditioned and is achieved through contact with adult language users. All children follow the same rules and stages in the development of speech. The ...knowledge of their course and consequences enables early recognition of deviations from the norm, which may be delayed speech development or a symptom of other, often serious developmental disorders. The analysis of the research results shows that the most common reason for parents’ seeking diagnosis and therapeutic support is an incorrect linguistic functioning of the child. Diagnostic procedures often end with the diagnosis of other developmental disorders in which linguistic retardation was an early symptom. Therefore, it is legitimate to increase social knowledge and sensitivity of parents and specialists in monitoring the linguistic development of children under 3 years of age.
The objective of this research is to describe the impact of gadget usage on the social and linguistic development of primary school students. The study used the mixed-methods sequential explanatory ...design. In determining the subject of the research—namely, 251 children consisting of second graders and fifth graders in Jakarta, Indonesia—we used purposive sampling. Purposive sampling was also used to determine the research location—namely, two public primary schools and two private primary schools in Central and South Jakarta. As for the data collection, questionnaires, interviews, and observations were employed, resulting in quantitative data presented statistically in tables and charts. The regression analysis performed to figure out the social development of the primary school students in Jakarta resulted in a score of 0.000, suggesting that the students possess social capabilities and skills displayed when they are among their peers—namely, understanding the emotional conditions of their friends, accepting themselves, and maintaining friendship. The students are also capable of comprehending the thought, feeling, and behavior of their friends, thus enabling them to develop well-being skills. A regression analysis score of 0.001 suggests that gadget usage at home and at school influence the linguistic development of the primary school students. Our qualitative analysis corroborates the regression score by suggesting that gadget usage improves the growth and development of the social and linguistic behavior of the primary school students. In light of the impacts of gadget usage on the social and linguistic development of the primary school students, it is highly recommended that both the school and the parents put in place a code of ethics and educational guidance regarding gadget usage to mitigate the negative impacts of gadgets on students.
Resumen Las aportaciones entre el conocimiento léxico y el morfológico son bidireccionales en el desarrollo de las capacidades lingüísticas. Estas relaciones se han estudiado ampliamente en las ...primeras etapas educativas vinculadas al desarrollo de la comprensión lectora mientras que no tanto en la adolescencia y primera juventud. Este trabajo aborda las relaciones que existen entre la productividad léxica, medida a través de una tarea de léxico disponible, y la conciencia morfológica derivativa en tres grupos de estudiantes, dos de educación secundaria (12 y 15 años) y uno de primer año de universidad (18 años) con una metodología pseudolongitudinal. Los resultados nos indican que, entre la diversidad de habilidades morfológicas incorporadas al estudio, las tareas de producción morfológica libre a partir de una base y un sufijo son las que mejor predicen la productividad en el vocabulario disponible. Así mismo, los resultados refuerzan la necesidad de continuar entrenado el conocimiento morfológico metalingüístico a lo largo de todas las etapas educativas preuniversitarias para favorecer el desarrollo del vocabulario. Abstract Contributions between lexical and morphological knowledge are bidirectional in the development of linguistic abilities. This relationship has been widely studied in the early educational stages, related to the development of reading comprehension, while not so broadly in adolescence and early youth. This paper addresses connections between lexical productivity, measured through an available lexicon task, and derivative morphological awareness in two groups of Secondary Education students (12- and 15-year-old) and a third group of first year of college students (18-year-old) with a pseudolongitudinal design. The results indicate that the task of free morphological production from a base and a suffix is the best predictor of available vocabulary, among the morphological skills incorporated into the study. Likewise, the results reinforce the need to incorporate metalinguistic morphological knowledge in pedagogical designs throughout all pre-university educational stages to promote vocabulary development.
Drawing on the findings of an ESRC-funded research study, which included a detailed linguistic analysis of a large corpus of writing from secondary English classrooms, this article describes patterns ...of linguistic deployment at the level of the sentence. Given the limited number of applied linguistic studies which consider writing development in older writers, as opposed to primary aged writers, the paper aims to investigate developmental differences in mastery of the sentence in this older age group. It describes similarities and differences in linguistic characteristics of writing at sentence level according to age and writing ability, and makes connections between the linguistic patterns and effectiveness in writing. The paper illustrates that clear developmental trajectories in writing can be determined which have implications for appropriate pedagogical or instructional designs. Finally, the paper offers a linguistic model of sentence development in writing, and signals the potential significance of linguistic models within a multi-disciplinary approach to writing pedagogy.
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