Learning motivation mediates gene-by-socioeconomic status interaction on mathematics achievement in early childhood

AbstractThis paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.

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Neural correlates of socioeconomic status in early childhood: a systematic review of the literature

Child Neuropsychology ◽

10.1080/09297049.2021.1879766 ◽

2021 ◽

pp. 1-34

Author(s):

Lindsay Olson ◽

Bosi Chen ◽

Inna Fishman

Keyword(s):

Systematic Review ◽

Socioeconomic Status ◽

Early Childhood ◽

Neural Correlates ◽

Review Of The Literature

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PENGARUH STATUS SOSIAL EKONOMI ORANG TUA, MOTIVASI BELAJAR, DISIPLIN BELAJAR TERHADAP PRESTASI BELAJAR PADA SISWA SMK BARUNAWATI SURABAYA

JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN ◽

10.26740/jepk.v2n2.p186-200 ◽

2017 ◽

Vol 2 (2) ◽

pp. 186

Author(s):

Atya Rizkiana

Keyword(s):

Socioeconomic Status ◽

Student Achievement ◽

Regression Analysis ◽

Multiple Regression Analysis ◽

Multiple Regression ◽

Research Methodology ◽

Random Sampling ◽

Quantitative Methods ◽

Learning Motivation ◽

Motivation And Learning

The purpose of this study was to determine the effect of socioeconomic status, learning motivation, and learning disipline on student achievement at SMK Barunawati Surabaya. This study quantitative methods as a research methodology descriptive design. Population in this study are tenth grades students in SMK Barunawati Surabaya who are 103 students. Sampel was 82 students, selected by using Proporsional Random Sampling. Data analysed using multiple regression analysis. The result showed that socioeconomic status, learning motivation and learning discipline has partially significant impact on student achievement. Socioeconomic status, learning motivation and learning discipline have a significant impact on student achievement

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Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini

Child Education Journal ◽

10.33086/cej.v2i2.1591 ◽

2020 ◽

Vol 2 (2) ◽

pp. 68-82

Author(s):

Mardi Fitri

Keyword(s):

Early Childhood ◽

Online Learning ◽

Technological Development ◽

Learning System ◽

Learning Motivation ◽

Technology In Education ◽

Learning Technology ◽

Early Childhood Learning ◽

The Impact ◽

Remote Learning

ABSTRAK : Kepesatan perkembangan teknologi berdampak pada sitem pembelajaran termasuk pada anak usia dini. Penelitian ini bertujuan untuk mengetahui pengaruh emergency remote learning terhadap motivasi belajar anak usia dini. Metode penelitian menggunakan penelitian kajian literatur. Berbagai literatur tentang pembelajaran daring dihimpun dalam penelitian ini. Temuan penilitian ini yaitu, pembelajaran daring sebenarnya dapat membangkitkan motivasi belajar anak dengan syarat adanya dukungan dari orangtua dan pendidik, pemanfaatan media seperti zoom dan lainnya diperlukan untuk membuat pembelajaran agar lebih menarik dan pemanfaatan teknologi belajar dalam pendidikan tidak dapat dilepaskan, maka perlu adaptasi antara orangtua, peserta didik dan pendidik dalam pembelajaran daring. Hasil penelitian ini memberikan kontribusi dalam pengetahuan tentang dampak pembelajaran daring terhadap motivasi belajar anak usia dini. Rekomendasi untuk penelitian selanjutnya adalah agar melakukan penelitian eksperimen dan penelitian tindakan kelas untuk mengetahui dampak langsung dari pembelajaran daring. ABSTRACT : The rapidity of technological development has an impact on the learning system, including early childhood. This study aims to determine the effect of emergency remote learning on early childhood learning motivation. The research method used literature review research. Various literatures on online learning were collected in this study. The findings of this study are, first, online learning can actually arouse children's learning motivation on the condition that there is support from parents and educators. Second, the use of media such as zoom and others is needed to make learning more interesting. Third, the use of learning technology in education cannot be separated, it is necessary to adapt between parents, students and educators in online learning. The results of this study contribute to knowledge about the impact of online learning on early childhood learning motivation. The recommendation for further research is to carry out experimental research and classroom action research to determine the direct impact of online learning.

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Ideas in dialogue: Leveraging the power of child-led storytelling in the multicultural preschool classroom

Language in Society ◽

10.1017/s0047404518000593 ◽

2018 ◽

Vol 47 (4) ◽

pp. 601-633 ◽

Cited By ~ 2

Author(s):

Erin Elizabeth Flynn

Keyword(s):

Socioeconomic Status ◽

Early Childhood ◽

Early Childhood Education ◽

Small Group ◽

Lower Socioeconomic Status ◽

Childhood Education ◽

Preschool Classrooms ◽

Lower Socioeconomic ◽

Literate Identities ◽

Group Child

AbstractAn investigation into the interactive features of small group, child-led storytelling in preschool classrooms serving lower socioeconomic status (SES), multilingual children shows both the affordances and constraints of positioning children to author their own experiences in the classroom. In story circles, children told stories that included canonical instantiations of story and culturally shaped features. Through their stories, the children advanced ideas, built connections, and evaluated ways of telling stories as they continued ideas like threads from story to story. Child-led storytelling did not disrupt the dynamics of power through which some ways of using language are privileged while others are marginalized. Instead, story circles simply shifted children’ relationship to the process of being and becoming literate such that children did the evaluating, valuing, and promoting of ways of using language, developing literate identities, but potentially forestalling some ways of participating even as shared interactional norms were developed. (Storytelling, multicultural, early childhood education)*

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