The self-regulatory nature of preschool children's private speech in a naturalistic setting

2000 ◽  
Vol 21 (1) ◽  
pp. 45-61 ◽  
Author(s):  
ELIZABETH PATRICK ◽  
EUGENE ABRAVANEL
Keyword(s):  
Preschool Age ◽  
Private Speech ◽  
The Self ◽  
Older Children ◽  
Home Setting ◽  
Making Choices ◽  
Naturalistic Setting ◽  
Preschool Age Children ◽  
Task Success ◽  
Age Range

Private speech (PS) – or speech for the self – was studied in preschool-age children to determine how widely and with what characteristics it occurs when examined in the familiar home setting. Activities were selected that required several steps and that were intended to engage working memory or longer term recall. Both quantitative (numbers of words and utterances produced) and qualitative (utterance type) analyses were conducted on the children's PS. Across the age range from 4 ½ to 6 years, younger children had higher frequencies of PS than older children, which fits the predictions made by Vygotsky (1958/1962, 1978). Increased information loads resulted in more PS, indicating a relation between PS and task difficulty; however, total quantities of PS were not correlated with degree of task success. Self-regulatory utterances accounted for 89% of the PS produced; the majority of these utterances involved repetitions of the instructions that appeared to enhance recall, to help pace the children's activity, or to enable deliberation with respect to making choices. There was a strong age trend in which the amount of audible PS decreased with age. Qualitative differences across tasks are presented and considered in relation to how PS functions for different activities and possibly achieves adaptive significance.

Final Consonant Discrimination in Children

2002 ◽  
Vol 45 (2) ◽  
pp. 231-242 ◽  
Author(s):  
Jan Edwards ◽  
Robert A. Fox ◽  
Catherine L. Rogers
Keyword(s):  
Age Groups ◽  
Preschool Age ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Vocabulary Size ◽  
Phonological Disorders ◽  
Preschool Age Children ◽  
Whole Word

Preschool-age children with phonological disorders were compared to their typically developing age peers on their ability to discriminate CVC words that differed only in the identity of the final consonant in whole-word and gated conditions. The performance of three age groups of typically developing children and adults was also assessed on the same task. Children with phonological disorders performed more poorly than age-matched peers, and younger typically developing children performed more poorly than older children and adults, even when the entire CVC word was presented. Performance in the whole-word condition was correlated with receptive vocabulary size and a measure of articulatory accuracy across all children. These results suggest that there is a complex relationship among word learning skills, the ability to attend to fine phonetic detail, and the acquisition of articulatory-acoustic and acoustic-auditory representations.

scholarly journals Pronunciation simplification strategies in child language. Experimental study

2017 ◽  
pp. 46-72
Author(s):  
Eglė Krivickaitė
Keyword(s):  
Primary School ◽  
Preschool Age ◽  
School Age Children ◽  
Consonant Clusters ◽  
School Age ◽  
Older Children ◽  
Word Repetition ◽  
Preschool Age Children ◽  
Primary School Age ◽  
Repetition Task

The aim of this study is to determine the strategies of pronunciation simplification. The sample of the study consisted of 288 Lithuanian children: 96 preschool age children (4;00–4;11), 95 pre-primary school age children (6;00–6;11) and 97 junior primary school age children (8;00–8;11). The data were collected using a non-word repetition task in Lithuanian.The results of the research have shown that Lithuanian children apply universal strategies of pronunciation simplification, mostly substitution and omission; other strategies such as consonant assimilation, metathesis, sound migration to another syllable and sound addition were much less frequent. Also the results show that children possibly apply associations with real Lithuanian words or their derivational forms.The research has demonstrated that the ability to repeat different structure words is related to the rules of Lithuanian phonotactics. Consonant clusters which are typical of Lithuanian words were pronounced accurately, whereas clusters which are rare in Lithuanian words were simplified in their pronunciation. Age was an important factor in the present study: older children repeated non-words more accurately. Older children have a larger lexicon and eventually develop it further; they learn new consonant clusters, which they are capable to pronounce more accurately.

scholarly journals Appendicostomy in Preschool Children with Anorectal Malformation: Successful Early Bowel Management with a High Frequency of Minor Complications

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Pernilla Stenström ◽  
Christina Granéli ◽  
Martin Salö ◽  
Kristine Hagelsteen ◽  
Einar Arnbjörnsson
Keyword(s):  
Preschool Children ◽  
Anorectal Malformation ◽  
Observation Time ◽  
Preschool Age ◽  
Older Children ◽  
Bowel Symptoms ◽  
Before School ◽  
Time Required ◽  
Age Range

Aim. The aim of this study is to evaluate postoperatively bowel symptoms of antegrade colon enema through appendicostomies in preschool children with anorectal malformation (ARM).Method. 164 children with ARM operated on with posterior sagittal anorectal plasty were included. The malformations were classified according to Krickenbeck classification. Seventeen children in preschool age had an appendicostomy. The bowel symptoms according to the Krickenbeck follow-up were analysed pre- and postoperatively. All complications were registered. A questionnaire on the use of the appendicostomy was answered.Results. The median age (range) at the time of the appendicostomy was 4 (1–6) years. The observation time was 5 (0.5–14) years. The main indications for appendicostomy were incontinence and noncompliance to rectal enemas. Postoperatively there was a significant decrease in soiling and constipation (P<0.001). The total complication rate was 43% with infections (29%), stenosis (12%), and retrograde leakage (0). The median time required for giving enema in the appendicostomy was 45 minutes (range: 15–120) once a day varying from 2 times/week to 3 times/day. And: complications are less frequent than in older children.Conclusion. Appendicostomy in preschool children with ARM is a way to achieve fecal cleanness before school start. The infection rate was high, but other complications are less frequent than in older children.

Individual Differences in Music Listening Responses of Kindergarten Children

2002 ◽  
Vol 50 (4) ◽  
pp. 292-300 ◽  
Author(s):  
Wendy L. Sims ◽  
D. Brett Nolker
Keyword(s):  
Individual Differences ◽  
Small Group ◽  
Teacher Ratings ◽  
Preschool Age ◽  
Kindergarten Children ◽  
Music Listening ◽  
Older Children ◽  
Group Activities ◽  
Preschool Age Children ◽  
Small Group Activities

In this project, we examined a phenomenon observed in two previous studies: When children were given the opportunity to listen to four pieces of music for as long as they chose in individual listening sessions, large differences were apparent among different children s total listening times. However, individual children tended to be remarkably consistent within their own approach to listening to the pieces, listening to each of the four for very similar lengths of time. The present study was designed to replicate and extend aspects of those studies with older children, and to examine how listening times would relate to teachers' ratings of the children's attention during large- and small-group activities. Results indicated that the kindergarten participants' listening times were consistent with the previous responses of preschool-age children. Additionally, time spent listening bore no relationship to either teacher ratings of attention or to age.

MAGNET AND ITS APPLICATION. PHYSICS EDUCATION IN KINDERGARTEN

2019 ◽  
Author(s):  
Anna Klim-Klimaszewska ◽  
Keyword(s):  
Physics Education ◽  
Preschool Education ◽  
Preschool Age ◽  
The Self ◽  
Complete Understanding ◽  
Open Mind ◽  
Preschool Age Children ◽  
The World ◽  
Theoretical Considerations

It is generally accepted that education in the field of physics is possible only when one has received sufficient grounds for it. But physics is an attempt to understand the world around us. Everything one needs to study physics is an open mind and willingness to learn. It is also commonly thought that preschool-age children have a natural curiosity to figure out how the world functions. They focus not only on people but also on objects which they touch, taste, smell, throw into water, etc. Therefore, physics may be introduced as early as in kindergarten. Experiments in physics conducted together with a preschool group activate all analyzers, facilitate a more complete understanding of curricular contents, allow children to discover answers independently and to formulate conclusions. The research presents theoretical considerations regarding the nature of the class of physics conducted with preschool-age children and examples of practical solutions corresponding to physics-related activities performed in a group of 6-year-olds in the Self-Government Kindergarten at the School Complex in Łomazy. Keywords: natural curiosity, physics education, preschool education, 6-year-old child.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

Sign in / Sign up

Export Citation Format

Share Document