Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

2008 ◽  
Vol 12 (3) ◽  
pp. 113-127 ◽  
Author(s):  
Andrew J. Mashburn
Keyword(s):  
Academic Language ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Physical Environments ◽  
Children's Development ◽  
Children’S Development

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Parents of the Welfare State: Pedagogues as Parenting Guides

2018 ◽  
Vol 17 (3) ◽  
pp. 467-480 ◽  
Author(s):  
Karen Ida Dannesboe ◽  
Dil Bach ◽  
Bjørg Kjær ◽  
Charlotte Palludan
Keyword(s):  
Primary Responsibility ◽  
The Family ◽  
Education And Care ◽  
Simultaneous Process ◽  
The 1960S ◽  
The Right ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

In Denmark, a process of defamilising has taken place since the expansion of the Early Childhood Education and Care (ECEC) sector in the 1960s, in the sense that children now spend a large part of their childhood outside the family. Nevertheless, parents are still seen as key figures in children's upbringing and as having primary responsibility for the quality of childhood, implying a simultaneous process of refamilising. Based on ethnographic fieldwork we show that parents are not only held responsible for their children's lives at home, but also for ensuring that ECEC staff have the best possible opportunity to support children's development at ECEC institutions. We analyse how ECEC staff offer guidance on how to be a responsible parent who cooperates in the right ways, and on how to cultivate children's development at home. Parents willingly accept such advice because of a strong risk awareness embedded in diagnostic forms, positioning ECEC staff as parenting experts.

How Parenting Influences the Lives of Children

2017 ◽  
pp. 5-31
Keyword(s):  
Population Based ◽  
Social Emotional ◽  
Parenting Support ◽  
Parent Outcomes ◽  
Parenting Influences ◽  
Quality Of Parenting ◽  
The Many ◽  
Children's Development ◽  
Children’S Development

Of all the potentially modifiable environmental risk and protective factors that can change the course of children’s development, none is more important than the quality of parenting children receive. To highlight the pervasive influence parents have on their children’s development and life opportunities, this chapter examines the many aspects of child development that are influenced by parents. Parents’ capacity to raise their children well is, in turn, influenced by a range of potentially modifiable social, emotional, relational, and contextual factors. These factors are explored, and the implications of each determinant with respect to the provision of parenting support are noted. Parenting programs provide a common pathway to positively influence diverse child and parent outcomes. It is argued that a comprehensive, need-responsive, and population-based system of parenting support is required to promote nurturing communities that will optimally assist parents in raising their children.

Academic language and literacy socialization through project-based instruction

2005 ◽  
Vol 15 (1) ◽  
pp. 191-206 ◽  
Author(s):  
Gulbahar H. Beckett
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Research Study ◽  
Academic Language ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Esl Students ◽  
Teachers And Students ◽  
Based Instruction ◽  
Esl Learners

Project-based instruction has been heralded as a most promising activity that can socialize students into academic language and literacy skills (e.g., Beckett, 1999; Stoller, 1997). However, there is scanty research on project-based instruction in general and fewer still on ESL students’ perceptions of it (Thomas, 2000); furthermore, the few available studies show conflicting results (see Beckett, 2002). This article reports the findings of part of a larger research study conducted to understand how secondary school immigrant ESL students were socialized (taught) to acquire academic language and literacy skills in a public school in Vancouver, Canada. The findings of the study confirm the findings of earlier studies that ESL learners actively construct meaning from project-based instruction, and that some clash exists between language policy, teacher perceptions, and ESL students’ perceptions of this activity. I conclude by taking the discussion of clashes between teachers and students beyond the current cultural model and by making recommendations for further research and practice.

Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills

2008 ◽  
Vol 79 (3) ◽  
pp. 732-749 ◽  
Author(s):  
Andrew J. Mashburn ◽  
Robert C. Pianta ◽  
Bridget K. Hamre ◽  
Jason T. Downer ◽  
Oscar A. Barbarin ◽  
...  
Keyword(s):  
Social Skills ◽  
Academic Language ◽  
Classroom Quality ◽  
Children's Development ◽  
Children’S Development

scholarly journals Quality of institutional care and early childhood development

2014 ◽  
Vol 39 (2) ◽  
pp. 161-170 ◽  
Author(s):  
Paula Salgado Oliveira ◽  
R. M. Pasco Fearon ◽  
Jay Belsky ◽  
Inês Fachada ◽  
Isabel Soares
Keyword(s):  
Child Behavior Checklist ◽  
Early Childhood Development ◽  
Institutional Care ◽  
Childhood Development ◽  
Children's Development ◽  
Attachment Behaviour ◽  
Observation Results ◽  
Children’S Development ◽  
Caregiving Quality

Institutional rearing adversely affects children’s development, but the extent to which specific characteristics of the institutional context and the quality of care provided contribute to problematic development remains unclear. In this study, 72 preschoolers institutionalised for at least 6 months were evaluated by their caregiver using the Child Behavior Checklist and the Disturbances of Attachment Interview. Distal and proximate indices of institutional caregiving quality were assessed using both staff reports and direct observation. Results revealed that greater caregiver sensitivity predicted reduced indiscriminate behaviour and secure-base distortions. A closer relationship with the caregiver predicted reduced inhibited attachment behaviour. Emotional and behavioural problems proved unrelated to caregiving quality. Results are discussed in terms of (non)-shared caregiving factors that influence institutionalised children’s development.

scholarly journals The role of space in sustaining children's traditional games

2020 ◽  
Vol 5 (3) ◽  
pp. 359-372
Author(s):  
Dhini Dewiyanti Tantarto ◽  
Dianna Astrid Hertoery
Keyword(s):  
Open Space ◽  
West Java ◽  
Public Open Space ◽  
Present Generation ◽  
Urban Settlements ◽  
Children's Development ◽  
Over Time ◽  
Children’S Development

Playing is one of the activities naturally possessed by children from childhood and elements of learning have been observed to be in playing and vice versa. For example, traditional games have philosophical values with moral messages but they have been replaced by games prioritizing technological advancements over time. This has reduced the familiarity of many children with traditional games in recent times. Meanwhile, the reduction in the quantity and quality of play and public open space for children is often considered one of the factors causing the extinction of traditional games. The availability of an adequate environment including play areas or playground aids children's development. This paper discusses the traditional games known by the present generation and the role of space in sustaining them with the focus on West Java. The study was conducted through observation and distribution of questionnaires to children aged 6-12 years living in Bandung city and some urban settlements. The results provided an overview of the types of traditional games known by the children, the space they favored, and its role in their willingness to play. © 2020 Dhini Dewiyanti Tantarto, Dianna Astrid Hertoery

scholarly journals Home Literacy Environment and Children’s English Language and Literacy Skills in Hong Kong

2021 ◽  
Vol 11 ◽  
Author(s):  
Carrie Lau ◽  
Ben Richards
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
English Language ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Home Literacy ◽  
Language And Literacy ◽  
Literacy Environment ◽  
Literacy Activities ◽  
Children's Development

Emerging evidence has shown a positive association between the home literacy environment (HLE) and monolingual children’s language and literacy development. Yet, far fewer studies have examined the impact of the HLE on second language development. This study examined relations between the HLE and children’s development of English as a second language in Hong Kong. Participants were 149 ethnic Chinese children (80 girls; Mage = 59 months, SDage = 10 months) and one of their caregivers. Caregivers completed questionnaires about their family backgrounds and HLE and children were assessed on their English language and literacy skills. Findings revealed considerable variability in the types of literacy activities that caregivers were engaged in at home with their children. A series of multilevel regressions demonstrated that the HLE was differentially associated with English vocabulary, letter knowledge, phonological awareness, and word reading skills after controlling for child and family characteristics. Results highlight the importance of a literacy-rich home environment for children’s development of English as a second language and the need to support caregivers in providing a range of home literacy activities to facilitate different language and literacy skills.

scholarly journals Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings

2019 ◽  
Vol 8 (1) ◽  
pp. 51 ◽  
Author(s):  
Garazi Lopez de Aguileta
Keyword(s):  
Reading Skills ◽  
Academic Language ◽  
Immigrant Students ◽  
Educational Practice ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Dialogic Learning ◽  
Educational Linguistics ◽  
Low Levels ◽  
Literary Classics

Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.

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