Effects of Older Siblings on the Language Young Children Hear and Produce

1985 ◽  
Vol 50 (1) ◽  
pp. 84-99 ◽  
Author(s):  
Constance J. Wellen
Keyword(s):  
Young Children ◽  
The Other ◽  
Younger Child ◽  
Older Siblings ◽  
Older Sibling

Mothers told stories to their children, inserting 30 questions about each story under two conditions. In one situation, mothers were alone with their younger child, and in the other condition, an older sibling was also present. During the question-answer interactions, older siblings responded to 60%–65% of all mothers' questions before younger children had a chance to respond and provided direct answers to the questions in 57%–65% of those instances. Mothers responded by producing fewer rephrased questions, fewer questions providing hints and answers, fewer questions functioning as repetitions and expansions, and more directly repeated questions when the older sibling was present. The effect of older siblings' first responses also reduced by half the number of younger children's utterances. The younger children produced fewer noncontent and content answers and more imitated answers in the presence of the older sibling. It is concluded that the presence of older siblings may influence the language young children hear and produce.

The Interruption of Young Children's Responses by Older Siblings

1982 ◽  
Vol 47 (2) ◽  
pp. 204-210 ◽  
Author(s):  
Constance Wellen ◽  
Patricia Broen
Keyword(s):  
Language Development ◽  
Difficulty Level ◽  
Older Children ◽  
Normal Children ◽  
Younger Child ◽  
Normal Language ◽  
Older Siblings ◽  
Older Sibling

A group of language-delayed children, a group of older children with normal language development, and a group of younger children with normal language development served as subjects in this study. Questions were asked after a story was read to a younger child in the presence of an older sibling. The older sibling's interruptions of the question-answer dialogue was scored by frequency, type of interruption, and difficulty level of the questions being interrupted. Older siblings interrupted the question-answer interactions of the language-delayed children with a frequency that was similar to that observed in siblings of younger normal children but the interruptions of the language-delayed children were qualitatively different. Older siblings tended to directly answer questions addressed to language-delayed children rather than to provide prompts or rephrasings of the question as they did for young normal children. Siblings of both the flanguage-delayed and the young normal children interrupted more frequently as the questions increased in difficulty.

scholarly journals Infection risks from water in natural and man-made environments

2006 ◽  
Vol 11 (4) ◽  
pp. 1-2 ◽  
Author(s):  
G Nichols
Keyword(s):  
Escherichia Coli ◽  
Young Children ◽  
Cryptosporidium Parvum ◽  
The Other ◽  
Human Faeces ◽  
The Face ◽  
Diarrhoeal Diseases

People can catch diarrhoeal diseases from contamination of both natural and man-made environments with human or animal faeces. Young children are more likely to be susceptible to the agents and to be exposed. While some diarrhoeal diseases acquired in childhood can be relatively mild and give some protection as an adult, others are more severe. The two papers presented in this issue of Eurosurveillance describe, on the face of it, unremarkable small outbreaks; one, from Chikwe Ihekweazu et al, linked to exposure to a stream contaminated with Escherichia coli from animal faeces [1]; the other, from Melanie Jones et al, to exposure to a water feature contaminated with Cryptosporidium parvum from either animal or human faeces [2].

scholarly journals Menneskeverd og menneskerettighetsundervisning: En sosialsemiotisk multimodalitetsanalyse og drøfting av verdighetsbegrepet i filmen A Path to Dignity: The Power of Human Rights Education

2019 ◽  
pp. 141-168
Author(s):  
Eva Maagerø ◽  
Ådne Valen-Sendstad
Keyword(s):  
Human Rights ◽  
Young Children ◽  
Research Question ◽  
The State ◽  
Muslim Woman ◽  
The Other ◽  
Human Rights Education ◽  
Indian Children ◽  
Concern For Others ◽  
Analytical Tools

This chapter is an analysis and discussion of the globally popular human rights education film: A Path to Dignity: the Power of Human Rights Education. The film is produced by Ellen Bruno and is a cooperation with the UN department OHCHR and the human rights education organisations HREA and SGI. The film combines human rights education and dignity. Our research question is how human rights education and dignity is presented and understood in the film. The film is organized in three parts, and addresses Indian children, a Muslim woman and police in Australia. We have analysed the part about the young children in India. In our discussion of the film we have applied social semiotic theory and related analytical tools. We have analysed the representations, interactions and composition of the film. The result of the analysis shows a focus on the local situation of the children. Through human rights education the children experience a transformation in gaining a sense of dignity. This leads to a particular concern for others whose dignity is violated. The state that is responsible for their human rights is not addressed. The film presents human rights education with an interest for individual children, and dignity is understood morally, as responsibility for the other.

Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians

2001 ◽  
Vol 2 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Glenda MacNaughton ◽  
Karina Davis
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Multicultural Education ◽  
Indigenous Peoples ◽  
The Other ◽  
Indigenous Australians ◽  
Research Projects ◽  
Approaches To Teaching ◽  
Curriculum Frameworks ◽  
Curriculum Framework

Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.

ESTIMATES OF SOCIAL MINIMUM BASKETS FOR THE SECOND QUARTER OF 2021

2021 ◽  
Vol 570 (9) ◽  
pp. 34-36
Author(s):  
Piotr Kurowski
Keyword(s):  
Social Life ◽  
Household Consumption ◽  
Food Prices ◽  
The Other ◽  
Retirement Age ◽  
Younger Child ◽  
Single Person ◽  
The Social ◽  
Price Growth ◽  
External Conditions

The article presents values of social minimum baskets estimated for conditions prevailing in the second quarter of 2021. The presented estimates take into account the needs as foreseen in the model under normal conditions of social life – new circumstances (Covid-19) have not been considered. There is a lack of research on changes in household consumption in 2021. If there will be a need to change assumptions in the model, the values of social minimum can be recalculated in the future. External conditions for households in the second quarter of 2021 were reasonably favourable (including a falling unemployment rate to 5.9% in June). In the period under review, total consumer price growth was 1.9%. The values of the social minimum have increased from 2.3% (a single person of retirement age) to 3.2% (a family with a child aged 13 to 15). The major factor in the increasing values of the social minimum was rising food prices (from 5.8% for parents with a younger child to 6.1% for a family with an older child). This increase was almost three times higher than the price growth rate for food (2.2%). On the other hand, the dynamics of the costs of housing and energy carriers was comparable to the value of the CPI for this group.

INFLUENCE OF SIBLINGS ON STUDENT SMOKING PATTERNS

PEDIATRICS ◽  
1963 ◽  
Vol 31 (4) ◽  
pp. 569-572
Author(s):  
Eva J. Salber ◽  
Brian MacMahon ◽  
Sarah V. Harrison
Keyword(s):  
Smoking Habits ◽  
Deterrent Effect ◽  
Public High School ◽  
Sibship Size ◽  
The Public ◽  
Smoking Patterns ◽  
Education Campaigns ◽  
To Come ◽  
Older Siblings ◽  
Older Sibling

Questionnaires on the smoking habits of school children, their parents, and their siblings were completed by 6,810 students (91%) in the public high school system of Newton, Massachusetts. Smokers tend to come from larger families than do nonsmokers. The larger sibship size results from smokers having more older siblings rather than more younger siblings. Frequency of smoking is much higher among children who are members of families in which there is an older sibling who smokes than among children of families where there are older siblings who do not smoke or where there are no older siblings. The risk of smoking to the index child does not vary with the sex of the older sibling to whom he is exposed. Older siblings who do not themselves smoke exert a slight deterrent effect on student smoking. These findings, together with earlier reports of the influence of parental smoking habits on the smoking patterns of children, are consistent with general concepts of the motivation of American (and perhaps all) teen-agers. They raise questions as to the advisability of health-education campaigns directed exclusively at children.

Aligning Preschool and Kindergarten Classroom Learning Experiences

2021 ◽  
pp. 60-83
Author(s):  
Meg Deane Franko ◽  
Duan Zhang
Keyword(s):  
Data Analysis ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Learning Experiences ◽  
Secondary Data ◽  
The Other ◽  
Developmentally Appropriate Practices ◽  
Classroom Learning ◽  
Kindergarten Classroom ◽  
Appropriate Practices

The focus of transition from preschool to kindergarten is often placed on what can be done to prepare the child. Relatively little emphasis is placed on how differences between learning experiences across settings might impact the child's transition from one setting to the other. This chapter presents the results of secondary data analysis of the 2009 FACES study that show that the alignment of prekindergarten-kindergarten (PK-K) learning experiences impacts children's kindergarten outcomes. In particular, HLM modeling found that children who had at least as many or more activity-based centers in their classrooms in kindergarten as they had in prekindergarten showed significantly better literacy and math outcomes at the end of kindergarten than children who had less or no activity-based centers in kindergarten. This chapter advocates for a systemic focus on transition that puts an emphasis on continuing developmentally appropriate practices between preschool and kindergarten settings as a way to facilitate transitions and improve outcomes for young children.

Google’s Saathi :Women and the Smartphone

2019 ◽  
Author(s):  
Ravi Agrawal
Keyword(s):  
Young Children ◽  
The Other ◽  
Know How ◽  
Cool Desert ◽  
As If

As night fell in the tiny hamlet of Nangli Jamawat, a light glowed within one section of a small two-roomed home, like a soft beacon. The house was rectangular, built of brick with gray cement coarsely patted over its surface. Inside the main room were two wooden beds, side by side. On one, two young children were sleeping soundly, neatly curled into cashews. On the other lay Satish, on his back, as his wife, Phoolwati, readied to join him. A cool desert zephyr had seeped under the door and into the room; human warmth was a welcome relief. In a bare corner, on the cement floor, a thin white wire coiled to a rectangular object that was the source of the light. Phoolwati had set her smartphone down to charge. As she lay down, before she could shut her eyes, the rectangle of light faded into a black mirror. Room, home, fields, village became night. Phoolwati had been the first to show her fellow villagers a smartphone. “Want to see a miracle?” she asked a group of women sitting together and tossing rice on wide bamboo sieves, separating the grain from its residual husk. “There’s this new thing called Google—want to see?” “Goo-gull? What’s that, a game?” replied one of the women blandly, bored, barely looking up as she kept tossing grain. Her name was Chameli. “No, no, it’s a really useful thing. It comes on the mobile,” said Phoolwati, pointing to her smartphone. “If you want to learn about the best seeds to plant, you ask this thing. If you want to know how to get government money to build a toilet, you ask Google. It has all the answers in this world.” Chameli stopped to look up at Phoolwati. She raised an eyebrow theatrically, as if to ask: “Don’t you have anything better to do, woman?” Phoolwati was not deterred. “It has the Hanuman Chaleesa also, set to beautiful music,” she tried again, changing tack to matters of the divine. The tossing paused. The name of their chosen deity, the monkey-god Hanuman, made her audience sit up and take note.

Children's use of contextual cues to resolve referential ambiguity

1998 ◽  
Vol 6 (1-2) ◽  
pp. 265-299 ◽  
Author(s):  
Anne Bezuidenhout ◽  
Mary Sue Sroda
Keyword(s):  
Young Children ◽  
Relevance Theory ◽  
Verbal Communication ◽  
The Other ◽  
Late Development ◽  
Contextual Cues ◽  
Other Hand ◽  
Referential Ambiguity

Researchers interested in children's understanding of mind have claimed that the ability to ascribe beliefs and intentions is a late development, occurring well after children have learned to speak and comprehend the speech of others. On the other hand, there are convincing arguments to show that verbal communication requires the ability to attribute beliefs and intentions. Hence if one accepts the findings from research into children's understanding of mind, one should predict that young children will have severe difficulties in verbal communication. Conversely, if this prediction fails, this casts doubt on the claim that young children lack meta-representational skills. Using insights from Relevance Theory, an experiment was designed to test children's ability to recover a speaker's intended referent in situations in which the speaker's words underdetermine the referent. Results suggest that children's skills are comparable to those of untutored adults in similar situations. Thus this study indirectly casts doubt on the claim that young children lack meta-representational skills.

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