Communicative Interactions of Mildly Delayed and Normally Developing Preschool Children

1986 ◽  
Vol 29 (1) ◽  
pp. 2-10 ◽  
Author(s):  
Michael J. Guralnick ◽  
Diane Paul-Brown
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Young Children ◽  
Communicative Competence ◽  
Free Play ◽  
Syntactic Complexity ◽  
Developmental Levels ◽  
Communicative Interactions ◽  
Functional Aspects ◽  
Information Requests

The communicative interactions of mildly delayed and normally developing preschool children were recorded during free play as they interacted with children at different developmental levels in a mainstreamed program. Analyses of syntactic complexity, semantic diversity, functional aspects of speech, and the use of selected discourse devices indicated that mildly delayed children adjusted important characteristics of their speech in accordance with the cognitive and linguistic levels of their companions. Specifically, speech addressed to less developmentally advanced children was less complex, more diverse, and consisted of a greater proportion of behavior requests but contained proportionally fewer information requests or information statements. These adjustments appeared to be well suited for improving communicative effectiveness and were similar in magnitude and direction to those of normally developing children. In addition, both mildly delayed and normally developing groups were generally successful in obtaining responses to their behavior and information requests. The implications of these findings were discussed in relation to the communicative competence of young children and to early childhood mainstreaming.

As we read

1968 ◽  
Vol 15 (5) ◽  
pp. 395-396
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Young Child ◽  
Young Children ◽  
Primary Grade ◽  
Mathematical Education ◽  
Childhood Education ◽  
The Mind

Teaching young children is an exciting experience! What the young child lacks in sophistication of response is more than compensated by his enthusiasm and his evident delight in learning. The mind of a young child is a fertile field for implanting the seeds of elegant mathematics. Sometimes neglected, never fully exploited, the possibilities for the mathematical education of our primary-grade and preschool children are endless. This issue of The Arithmetic Teacher features articles dealing with early childhood education.

MODELING OF AFFECTIONATE BEHAVIOR IN YOUNG CHILDREN

1977 ◽  
Vol 5 (2) ◽  
pp. 369-376 ◽  
Author(s):  
Michael Pirot ◽  
Josef Schubert
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Aggressive Behavior ◽  
Free Play ◽  
Physical Contact ◽  
Female Experimenter

A female experimenter modeled affectionate physical contact in a group of preschool children who imitated the behavior. This induced a significant increase of affectionate behavior during a subsequent free-play period. By contrast, a group which had imitated “neutral” physical contact and another that had imitated “warm” verbal contact did not show a significant increase in affectionate behavior. Aggressive behavior was virtually absent in all groups.

scholarly journals The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study

2016 ◽  
Vol 9 (1) ◽  
pp. 1-14
Author(s):  
Maria Ulloa ◽  
Ian Evans ◽  
Linda Jones
Keyword(s):  
Experimental Study ◽  
Early Childhood ◽  
Preschool Children ◽  
Young Children ◽  
Emotional Competence ◽  
Controlled Trial ◽  
Pretend Play ◽  
Early Childhood Teachers ◽  
Emotional Awareness ◽  
Control Group

This article describes the process and results of a Randomized Controlled Trial (RCT) on teachers’ ability to manage the emotions of preschool children during a constrained play activity. Thirty early childhood education teachers participated in the study. Half of the participants were taught strategies to enhance their own emotional competence. The control group was provided with standard information on child development. The experimental group was trained in active strategies on emotion coaching, emotional schemas, reflective practice focused on emotions, and mindfulness training. The teachers’ outcomes were assessed in situ during a pretend play session with small groups of preschoolers. The dependent variables were observed occurrences of different components of emotional competence in teachers. Significant statistical differences were found between the two groups across the three different emotional competence skills (regulation, expression, and knowledge) demonstrated by the early childhood teachers during a game situation. This experimental study highlights the processes through which teachers support the emotional competence of young children, and the importance of the role of early childhood teachers' own emotional competence on the socialisation of children’s emotions. Most importantly, it provides evidence, based on the influence of emotion-focused teacher-training and reflective practices, that teachers’ emotional skills should be supported such that they can optimally meet the emotional needs of young children.

scholarly journals Exploring and Evaluating "TaPrEC+mBot" Environment with Preschool Children

2019 ◽  
Author(s):  
Marleny Luque Carbajal ◽  
M. Cecília Baranauskas
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Young Children ◽  
Positive Impact ◽  
Emotional Skills ◽  
Early Childhood Settings

Contact with programming has a positive impact on the development of cognitive and socio-emotional skills in children. However, programming can be a challenging activity for young children. There are many studies that suggest that tangible environments can engage children to explore basic programming concepts more easily. In this paper, we present results obtained during a Case Study conducted to introduce preschool children into programming through TaPrEC+mBot, an environment that allows to program a robot car by arranging wooden programming blocks. The results suggest that our environment is attractive and interesting for young children, although it still needs to adjust labeling programming blocks in order to facilitate their learning in early childhood settings.

Perceptions of Racially Related Stimuli by Young Children

1982 ◽  
Vol 54 (1) ◽  
pp. 71-77 ◽  
Author(s):  
John R. Stabler ◽  
James A. Zeig ◽  
Edward E. Johnson
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Black People ◽  
Black Children ◽  
Free Play ◽  
White Children ◽  
Black Boxes ◽  
Baseball Bats

The colors white and black are used as symbolic referents for, respectively, positive and negative evaluations. Studies are reviewed which describe the nature and extent of children's association of white with good and black with bad. A total of 375 white and 399 black children were tested. White and black preschool children respond similarly to the colors white and black, but white children show more polarization in their color associations than do black children. When children were filmed as they hit white or black boxes or bobo dolls with plastic baseball bats, black objects were more often the target than white objects. Preschool children's evaluative associations to the colors white and black are related to their choices of white or black playmates in a free-play situation. As child ten become older, their perceptions of the colors white and black become differentiated from their perceptions of white and black people.

Early Childhood Corner: The Big Math for Little Kids

2003 ◽  
Vol 9 (5) ◽  
pp. 264-268
Author(s):  
Robert Balfanz ◽  
Herbert P. Ginsburg ◽  
Carole Greenes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
National Science Foundation ◽  
Historical Record ◽  
Free Play ◽  
Early Childhood Mathematics ◽  
The Past ◽  
Current State ◽  
Wide Range ◽  
Mathematics Program

How many four-year-olds do you know who like to stomp, wiggle, and shout as they count to one hundred; go on a shape hunt to find examples of spheres, cubes, and rectangular prisms; help finish a story about a fantastic pasta maker by completing complex patterns; create and compare two towers of connecting cubes to figure out whose is taller and by how much; and use a map to locate objects in a room? Our answer is just about every four- and five-year-old we have observed over the past four years while developing the Big Math for Little Kids prekindergarten and kindergarten mathematics program. We began this process in the late 1990s because we were dissatisfied with the current state of early childhood mathematics. We observed teachers exposing young children to little or no interesting mathematics or instructing them to learn skills and concepts that they already knew (Greenes 1999). This observation contrasted with the wide range of mathematical ideas and skills that the children explored and employed during free play (Ginsburg 1999). We examined the historical record and learned that over the past two centuries, early childhood mathematics has gone through brief periods of richness followed by longer periods during which the mathematical interests and abilities of young children were seriously underestimated (Balfanz 1999). Aided by funding from the National Science Foundation, we decided to try to create an early childhood mathematics program that would build on the diverse mathematical interests and rich, implicit understandings of mathematics that young children hold.

Social Interactions among Preschool Children

1980 ◽  
Vol 46 (4) ◽  
pp. 248-253 ◽  
Author(s):  
Michael J. Guralnick
Keyword(s):  
Preschool Children ◽  
Social Interactions ◽  
Free Play ◽  
Handicapped Children ◽  
Developmental Levels ◽  
Play Interactions ◽  
Severely Handicapped ◽  
Potential Benefits ◽  
Integrated Programs ◽  
Parallel Play

To obtain information on the potential benefits of integration, this study investigated the nature and extent of social interactions among preschool children at different developmental levels. Communicative and parallel play interactions of mildly, moderately, severely, and nonhandicapped children were observed during free play across two time periods. The results revealed that (a) nonhandicapped and mildly handicapped children interacted with each other more frequently than expected on the basis of availability, and they interacted with moderately and severely handicapped children less frequently than expected; (b) moderately and severely handicapped children interacted with all four developmental groups as expected by the criterion of availability; and (c) whenever this pattern of interaction changed over time, it was typically in the direction of enhancing the differences noted in the first statement. These findings are discussed in terms of the potential value of integrated programs for children of varying developmental levels.

Peer-Related Communicative Competence of Preschool Children

1989 ◽  
Vol 32 (4) ◽  
pp. 930-943 ◽  
Author(s):  
Michael J. Guralnick ◽  
Diane Paul-Brown
Keyword(s):  
Preschool Children ◽  
Social Status ◽  
Communicative Competence ◽  
Descriptive Study ◽  
Chronological Age ◽  
Developmentally Delayed ◽  
Developmental Status ◽  
Cross Sectional ◽  
Communicative Functions ◽  
Communicative Interactions

The peer-related communicative interactions of nonhandicapped 3- and 4-year-old children as well as a group of 4-year-old mildly developmentally delayed children were investigated in a cross-sectional descriptive study. Adjustments of speakers to companions varying in terms of chronological age and developmental status were of interest, as were comparisons among the three groups. All three groups made adjustments in communicative functions (directives and information statements), interactive style (strong and joint directives), and communications involving affect (disagreements), but only to mildly delayed children. Adjustments to mildly delayed children were more closely related to interpersonal and social status factors than to children's developmental levels. The communicative interactions of mildly delayed children were highly similar to the developmentally matched nonhandicapped group on all measures except for a lower level of speech complexity. Significant differences between 3- and 4-year-old nonhandicapped children were obtained only for measures of speech complexity.

scholarly journals The Communicative Competence of Young Children

2002 ◽  
Vol 27 (3) ◽  
pp. 25-30 ◽  
Author(s):  
Susan Danby
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Social Order ◽  
Communicative Competence ◽  
Communication Strategies ◽  
Early Childhood Educators ◽  
Social Worlds ◽  
Verbal Interactions ◽  
Preschool Classroom ◽  
Block Area

This paper explores the verbal and non-verbal interactions of children in a preschool classroom. It analyses an episode in the block area to show the competent ways that some young boys use communication strategies to build their social worlds. Such understandings invite early childhood educators to reconsider young children's communicative competence and the ways they accomplish their social order.

Reciprocity of prosocial behavior in Japanese preschool children

2008 ◽  
Vol 32 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Keiko K. Fujisawa ◽  
Nobuyuki Kutsukake ◽  
Toshikazu Hasegawa
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Prosocial Behavior ◽  
Helping Behavior ◽  
Free Play ◽  
Quantitative Aspect ◽  
Old Japanese ◽  
Matrix Correlation ◽  
Correlation Tests ◽  
Positive Correlations

This study investigated the reciprocity of prosocial behavior among 3- and 4-year-old Japanese preschool children during free-play time. Matrix correlation tests revealed positive correlations between the frequencies of object offering given and received within dyads and between the frequencies of helping given and received within dyads. These results suggest that young children reciprocate prosocial behavior spontaneously. Positive correlations were also found between the frequencies of object offering and helping behavior exchanged within dyads, suggesting that children exchanged the two types of prosocial behaviors (i.e., “interchanged”). The interchange was independent of both reciprocity within object offering and reciprocity within helping behavior in 4-year-olds. Friends reciprocated object offerings more frequently than non-friends, suggesting that friendship affects the quantitative aspect of reciprocity. These data provide refined evidence of reciprocity among children and also suggest that reciprocity becomes more complicated as children grow older.

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