What parents bring to preschool children? Parental instructive speech and gestures, children’s learning and cultural differences

The benefits of expanding retrieval practice for preschool children were explored in two experiments. In Experiment 1, three groups learned names for six plush toy pigs using expanding retrieval practice, a reward incentive, or a control condition. Reward did not significantly improve learning but retrieval practice doubled recall. In Experiment 2, three groups learned names to soft toys, comparing recall following massed elaborative study with either expanding retrieval practice or expanding re-presentation. Recall was tested after 1 minute, 1 day, and 2 days. A very large effect size ( d = 1.9) indicated the very considerable benefit from expanding retrieval practice over the elaboration condition. Comparison with the re-presentation condition suggested that half of the benefit of expanding retrieval practice came from spaced scheduling and half from retrieval practice. Expanding retrieval practice provides an effective method to improve learning by young children.

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The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

Journal of Speech Language and Hearing Research ◽

10.1044/2021_jslhr-20-00485 ◽

2021 ◽

pp. 1-17

Author(s):

Eileen Haebig ◽

Laurence B. Leonard ◽

Patricia Deevy ◽

Jennifer Schumaker ◽

Jeffrey D. Karpicke ◽

...

Keyword(s):

Preschool Children ◽

Semantic Information ◽

Retrieval Practice ◽

Word Meaning ◽

Semantic Feature ◽

Semantic Features ◽

Word Form ◽

Spaced Retrieval ◽

Children’S Learning ◽

Children's Learning

Purpose Recent behavioral studies have demonstrated the effectiveness of implementing retrieval practice into learning tasks for children. Such approaches have revealed that repeated spaced retrieval (RSR) is particularly effective in promoting children's learning of word form and meaning information. This study further examines how retrieval practice enhances learning of word meaning information at the behavioral and neural levels. Method Twenty typically developing preschool children were taught novel words using an RSR learning schedule for some words and an immediate retrieval (IR) learning schedule for other words. In addition to the label, children were taught two arbitrary semantic features for each item. Following the teaching phase, children's learning was tested using recall tests. In addition, during the 1-week follow-up, children were presented with pictures and an auditory sentence that correctly labeled the item but stated correct or incorrect semantic information. Event-related brain potentials (ERPs) were time locked to the onset of the words noting the semantic feature. Children provided verbal judgments of whether the semantic feature was correctly paired with the item. Results Children recalled more labels and semantic features for items that had been taught in the RSR learning schedule relative to the IR learning schedule. ERPs also differentiated the learning schedules. Mismatching label–meaning pairings elicited an N400 and late positive component (LPC) for both learning conditions; however, mismatching RSR pairs elicited an N400 with an earlier onset and an LPC with a longer duration, relative to IR mismatching label–meaning pairings. These ERP timing differences indicated that the children were more efficient in processing words that were taught in the RSR schedule relative to the IR learning schedule. Conclusions Spaced retrieval practice promotes learning of both word form and meaning information. The findings lay the necessary groundwork for better understanding of processing newly learned semantic information in preschool children. Supplemental Material https://doi.org/10.23641/asha.15063060

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Camp Challenge: Program for Parents and Their Preschool Children with Visual Handicaps

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7406800802 ◽

1974 ◽

Vol 68 (8) ◽

pp. 344-347

Author(s):

K.C. Sykes

Keyword(s):

Preschool Children ◽

Community Action ◽

Experienced Teachers ◽

Action Program ◽

Learning Program ◽

Trainee Teachers ◽

Children’S Learning ◽

The Future ◽

Community Action Program ◽

Children's Learning

This community action program focuses on the critical need to provide services to the parents of preschool children with visual handicaps. Scheduling at the camp allows parents to attend lectures while trainee teachers work with the preschool children in a children's learning program supervised by experienced teachers. Recruitment, programming, and evaluation are discussed as well as the informal aspects of the camp. Plans for the future include the setting up of workshops; dissemination of resource materials; and the need to encourage entire families to attend.

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Mild Hearing Loss and Aboriginal Children’s Learning

The Aboriginal Child at School ◽

10.1017/s031058220000732x ◽

1991 ◽

Vol 19 (1) ◽

pp. 33-51 ◽

Cited By ~ 3

Author(s):

Damien Howard

Keyword(s):

Hearing Loss ◽

Cultural Differences ◽

Learning Strategies ◽

School Success ◽

Teaching Styles ◽

Aboriginal Students ◽

Children’S Learning ◽

Mild Hearing Loss ◽

The Relationship ◽

Children's Learning

ABSTRACTThe failure at school of Aboriginal students from traditional backgrounds has generally been ascribed to cultural differences. This study, however, investigated the relationship between Aboriginal children's learning and hearing loss. Aboriginal students with hearing loss were found to be different in that they used the highly verbal teacher-oriented behaviours, which were associated with school success, less than other students. There was evidence that some students with hearing loss used alternative peer-oriented learning strategies with some success. Also compensatory practises by teachers, including using Aboriginal teaching styles, appeared to assist some students with hearing loss.

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Cultural differences in children’s learning from others

Trust and Skepticism ◽

10.4324/9781315849362-14 ◽

2014 ◽

pp. 103-117

Keyword(s):

Cultural Differences ◽

Children’S Learning ◽

Learning From Others ◽

Children's Learning

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THEORETICAL ASPECTS OF THE DEVELOPMENT OF COMMUNICATION SKILLS IN OLDER PRESCHOOL CHILDREN

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2020-1.1728-5496.66 ◽

2020 ◽

Vol 65 (1) ◽

pp. 367-373

Author(s):

S.J. Erkebaeva ◽

◽

G. Shirinbayeva ◽

A. Inayatova ◽

◽

...

Keyword(s):

Preschool Children ◽

Retrospective Analysis ◽

Communication Skills ◽

Social Adaptation ◽

Interpersonal Interaction ◽

Children’S Learning ◽

Communicative Development ◽

The Social ◽

Children's Learning

This article is devoted to the theoretical aspects of the development of communication skills of preschool children. In modern conditions of updating the content of education, the problem of developing communication skills reaches the level of an actual socio-pedagogical problem, since its solution largely depends on the success of children's learning; the effectiveness of interpersonal interaction with teachers and peers, and in General - the social adaptation of children. The article discusses the main concepts related to children's communicative development, components of communication skills, and a retrospective analysis of the formation and development of the concept of "communication", "communication", and "communication skills"

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