Guatemalan Mayan book-sharing styles and their relation to parents’ schooling and children’s narrative contributions

2019 ◽  
Vol 47 ◽  
pp. 405-417 ◽  
Author(s):  
Ana María Nieto ◽  
Diana Leyva ◽  
Hirokazu Yoshikawa
Keyword(s):  
Book Sharing

The Individualization of the Little Talks Intervention: Implications for Modular Treatment Designs

2021 ◽  
pp. 105381512110249
Author(s):  
Diamond S. Carr ◽  
Patricia H. Manz
Keyword(s):  
Parent Involvement ◽  
Head Start ◽  
Home Visiting ◽  
Frequent Change ◽  
Home Visitors ◽  
Intervention Content ◽  
Modular Treatment ◽  
Book Sharing ◽  
Treatment Designs

Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized book-sharing intervention for families. It also examined the effect of individualization on parent involvement in early learning activities. Two indicators of individualization were calculated in this study: (a) the proportion of change in the Little Talks’ lessons sequence and (b) the pace of delivery. Findings showed that most home visitors individualized Little Talks, with the most frequent change being the repetition of lessons. Exploratory regression analysis showed an inverse relationship between home visitors’ individualization behavior and parent involvement, highlighting the need to examine the quality of individualization. Implications for advancing the implementation and study of individualization processes in home visiting are discussed.

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

A Comparison of Mothers' Individual and Simultaneous Book Sharing With Preschool Siblings

2002 ◽  
Vol 11 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Anne van Kleeck ◽  
Amy Beckley-McCall
Keyword(s):  
Mixed Strategy ◽  
Developmental Differences ◽  
Older Children ◽  
Levels Of Abstraction ◽  
Linguistic Complexity ◽  
Reading Condition ◽  
Book Sharing ◽  
Simultaneous Reading ◽  
Fine Tune ◽  
Different Levels

Many studies have demonstrated that adults fine tune book-sharing discussions to the developmental levels of preschoolers, but little is known regarding how reading simultaneously to different-aged preschoolers is negotiated. We observed five mothers of different-aged preschoolers sharing books with each child individually and with both children together. Analyses focused on the linguistic complexity of the book, the amount of time spent sharing a book, and on several aspects of the mothers' book-sharing mediation. Results revealed developmental differences on several measures of how mothers mediated with younger as compared to older children individually. Book complexity, the time spent sharing books, and the percent of utterances at higher levels of abstraction were higher when reading to the older children; the number of mediation strategies per minute and the percent of mothers' behaviors that were used to get and maintain attention were higher when reading to the younger children. When reading to both children simultaneously, which aspects of the mediation fell at these different levels varied among the different mothers. This suggests that different mothers reach different solutions to the task of simultaneously reading to preschoolers of different ages. One mother approached the simultaneous book sharing much as she did sharing a book with her older child, one mother approached it as she did with her younger child, one mother simply read and did little mediation, and two mothers appeared to use a mixed strategy in the simultaneous reading condition.

The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development

1997 ◽  
Vol 40 (6) ◽  
pp. 1261-1271 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Lori Hamilton ◽  
Cassandra McGrath
Keyword(s):  
Middle Class ◽  
Positive Influence ◽  
Assessment Instrument ◽  
Book Reading ◽  
Levels Of Abstraction ◽  
Preschool Language ◽  
Abstract Language ◽  
Language Abstraction ◽  
Four Levels ◽  
Book Sharing

Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children’s gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstraction was positively and significantly correlated with their children’s gains at the highest level of abstraction. This was also the level at which children’s scores were the lowest initially and showed the greatest gains. The results suggest that discussions during book reading with preschoolers may be a positive influence, since it was parents’ amount of input at lower as well as higher levels of abstraction that correlated with the children’s development of more abstract language. We speculate that more input at lower levels might enhance learning by creating a climate of success in allowing children to display mastered skills, whereas more input at higher levels might enhance learning by challenging children with abstract language skills they are just beginning to acquire. In contrast to previous research, these results suggest that there is a great deal of variability in middle-class families in the amount of input that children receive at various level of abstractions during book sharing.

Coaching Childcare Providers to Support Toddlers' Gesture Use With Children Experiencing Early Childhood Poverty

2021 ◽  
Vol 52 (2) ◽  
pp. 686-701
Author(s):  
Mollie Romano ◽  
Johanna Eugenio ◽  
Edie Kiratzis
Keyword(s):  
Early Childhood ◽  
Social Validity ◽  
Intervention Strategies ◽  
Validity Data ◽  
Childhood Poverty ◽  
Coaching Intervention ◽  
Classroom Routines ◽  
Book Sharing ◽  
Coaching Approach ◽  
The Impact

Purpose The purpose of this study is to examine the impact of an intervention in which childcare providers (CCPs) are coached to support toddlers' gesture use during every day classroom routines. Method This study uses a multiple-baseline across strategies single-case experimental design to examine the impact of a coaching intervention on three CCPs' use of communication strategies with toddlers experiencing early childhood poverty. The CCPs were coached with a systematic framework called Setting the Stage, Observation and Opportunities to Embed, Problem-solving and Planning, Reflection and Review as they learned to implement three strategies to support toddlers' gesture use— modeling gestures with a short phrase, opportunities to gesture, and responding/expanding child gestures . CCPs were coached during book sharing and another classroom routine of their choice. Social validity data on the coaching approach and on the intervention strategies were gathered from postintervention interviews. Results The visual analysis and nonoverlap of all pairs' effect size indicates that the coaching intervention had a functional relation with CCPs' use of modeling gestures and responding/expanding gestures during book sharing, play, and circle time. Social validity data indicate that CCPs found the coaching framework supportive of their learning and feelings of self-efficacy, and that the intervention strategies supported their toddlers' communication. Conclusions The coaching framework was used to increase CCP strategy use during everyday classroom routines with toddlers. CCPs endorsed the coaching approach and the intervention strategies. This study adds to the literature supporting efforts to enhance children's earliest language learning environments. Supplemental Material https://doi.org/10.23641/asha.14044055

scholarly journals Enhancing young children’s language acquisition through parent–child book-sharing: A randomized trial in rural Kenya

2020 ◽  
Vol 50 ◽  
pp. 179-190 ◽  
Author(s):  
Heather A. Knauer ◽  
Pamela Jakiela ◽  
Owen Ozier ◽  
Frances Aboud ◽  
Lia C.H. Fernald
Keyword(s):  
Language Acquisition ◽  
Randomized Trial ◽  
Rural Kenya ◽  
Book Sharing ◽  
Parent Child

‘What happened next?’: Developmental changes in mothers’ questions to children

2016 ◽  
Vol 16 (4) ◽  
pp. 498-521 ◽  
Author(s):  
Yana Kuchirko ◽  
Catherine S Tamis-LeMonda ◽  
Rufan Luo ◽  
Eva Liang
Keyword(s):  
African American ◽  
Preschool Children ◽  
Ethnically Diverse ◽  
Developmental Changes ◽  
Question Types ◽  
Diverse Backgrounds ◽  
Book Sharing ◽  
Child Age ◽  
Over Time

Developmental changes in the questions mothers asked during book-sharing interactions with their preschool children and associations between mothers’ questions and children's narrative contributions were examined. Children and mothers from ethnically diverse backgrounds (African American, Dominican and Mexican) were video-recorded sharing the wordless book ‘Frog, Where are You?’ when children were three, four and five years of age. Mothers’ questions were coded as referential (e.g. ‘What's that?’), story-specific (e.g. ‘Where is the boy looking for the frog?’) and open-ended (e.g. ‘What will happen next?’). Mothers decreased their use of referential questions between the child ages of four and five in both frequency and proportion. Story-specific questions increased in frequency and proportion with increasing child age. Open-ended questions decreased in frequency between the child ages of four and five and did not change in proportion over time. Mothers’ question types related to children's narrative contributions concurrently and over time.

Reading the Mind or Only the Story? Sharing Fiction to Develop ToM With Deaf Children

2017 ◽  
Vol 39 (4) ◽  
pp. 466-476
Author(s):  
Helen Chilton ◽  
Sarah M. Beazley
Keyword(s):  
Theory Of Mind ◽  
Higher Order ◽  
Deaf Children ◽  
Evidence Based ◽  
Multidimensional Construct ◽  
First Order ◽  
Story Sharing ◽  
Book Sharing ◽  
The Mind ◽  
Applied Knowledge

In literature which discusses the Theory of Mind (ToM) of deaf children, the lens is usually focused on the child. Here, the lens is directed toward the practitioners and the potential they have to support the development of ToM. In considering a practice-focused approach, we report on the strategies used by five educators of five deaf children (aged between 4 and 8 years old) while using fiction books to explore the topic of thoughts and feelings. Observation of the book-sharing activities highlighted opportunities to view ToM as a multidimensional construct and identified a plethora of strategies in use in exploring first-order ToM. However, these strategies did not automatically expose deaf children to second-order and higher order concepts. Points are raised about the need for evidence-based practice in the use of strategies to support the refining and progression of ToM in deaf children and the sharing of applied knowledge within the profession.

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