The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

2021 ◽  
pp. 146879842110466
Author(s):  
Soohyung Joo ◽  
Maria Cahill ◽  
Erin Ingram ◽  
Hayley Hoffman ◽  
Amy Olson ◽  
...  
Keyword(s):  
Young Children ◽  
Language Development ◽  
Informal Learning ◽  
Textual Analysis ◽  
Current Practice ◽  
Public Library ◽  
Spoken Language ◽  
Learning Activities ◽  
Text Analytics ◽  
Practical Implications

Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.

scholarly journals The learner, the media and the community: How does learning take place in the other CALL triangle?

2012 ◽  
Vol 20 (1) ◽  
pp. 145
Author(s):  
Geoffrey Sockett
Keyword(s):  
Language Development ◽  
Social Networking ◽  
Informal Learning ◽  
Complexity Theory ◽  
Applied Linguistics ◽  
Learning Processes ◽  
The Other ◽  
Learning Activities ◽  
On Demand ◽  
The Media

In this research project, students in applied linguistics were asked to keep blogs over a three-month period in which they reported on their online informal learning of English through activities such as social networking, downloading films and TV series and listening to music on demand. The study is situated within the framework of complexity theory, many aspects of which are well suited to describing informal language development. The blogs are analysed according to a number of learning processes suggested by Larsen-Freeman and Cameron (2008) and a corresponding range of learning activities are observed. Finally, suggestions are made as to possible classroom applications of this work.

Early Childhood Corner: Achieving Numerical Understanding for All Young Children

2001 ◽  
Vol 7 (9) ◽  
pp. 522-526
Author(s):  
Karen C. Fuson ◽  
Laura Grandau ◽  
Patricia A. Sugiyama
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Informal Learning ◽  
Day Care ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Older Children ◽  
Peer Modeling ◽  
Daily Routines ◽  
School Settings

Young children aged 3 to 7 can learn a great deal about numbers. In a home or daycare environment, this learning can occur as children experience daily routines. Young children will learn to count, match, see, and compare numbers if caregivers or older children count, show objects, and point out small numbers of things. Such informal teaching can be done while children play, eat, get dressed, go up and down stairs, jump, and otherwise move through the day. These activities are engaging and fun but need to be encouraged and modeled by adults or more advanced children in the group. In larger day-care or school settings, numerical understanding results from similar informal learning opportunities combined with more structured experiences that enable all children to engage in supported learning activities with adult and peer modeling and help.

Red Flags: Cochlear Implant Programming

2014 ◽  
Vol 24 (1) ◽  
pp. 19-21
Author(s):  
Douglas P. Sladen
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Language Development ◽  
Cochlear Implant ◽  
Time Use ◽  
Language Skills ◽  
Spoken Language ◽  
Full Time ◽  
Red Flags ◽  
Children With Hearing Loss

Consistent, full-time use of a well programmed cochlear implant (CI) is key for auditory and spoken language development. Young children with hearing loss often lack the requisite language skills to alert parents and clinicians when the CI needs to be re-programmed. The article within describes red flags used to indicate the levels of the device need to be reset.

Young Children's Spontaneous Manifestation of Self-Regulation and Metacognition during Constructional Play Tasks

2017 ◽  
Vol 119 (13) ◽  
pp. 1-28
Author(s):  
Ornit Spektor-Levy ◽  
Marisol Basilio ◽  
Antonia Zachariou ◽  
David Whitebread
Keyword(s):  
Academic Achievement ◽  
Young Children ◽  
Social Development ◽  
Self Regulation ◽  
Learning Activities ◽  
Primary School Children ◽  
Train Track ◽  
Coding Scheme ◽  
The United Kingdom ◽  
Practical Implications

The value of self-regulation for academic achievement is well established. Thus it is paramount to understand how these abilities are developed throughout childhood and to develop research methodologies appropriate to the abilities of young children. In light of this need, we analyzed performances of primary school children in two constructional play tasks: The Train Track Task (TTT) and the LEGO® Building Task (LBT). We asked: To what extent do young children manifest spontaneous self-regulatory abilities during constructional play tasks? To what extent is the manifestation of these abilities task dependent? The sample consisted of 106 children in Year 1 to 5 in the United Kingdom (i.e., aged 5 to 10 years). All participants were given the same tasks and were video-recorded. Clips were coded following the MetaSCoPE coding scheme. Results show that the different components of self-regulation do develop between Years 1 and 5 but not at a constant pace. Findings reveal inconsistency regarding the question of whether self-regulation abilities are task dependent. Our findings hold practical implications: Constructional play tasks are good opportunities to reveal young children's self-regulation abilities in class. The development of teachers’ awareness may help to better understand children's cognitive, affective, and social development and to adjust learning activities to the needs of young individuals.

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