scholarly journals Development of Children's Sadness

1988 ◽  
Vol 2 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Ken J. Rotenberg ◽  
Kathy Mars ◽  
Nicki Crick
Keyword(s):  
Goal Achievement ◽  
Kindergarten Children ◽  
Older Children ◽  
Lower Intensity ◽  
Verbal Expression ◽  
Harm To Others

We asked 96 children from first, third, fifth, and seventh grades to describe situations in which they were sad, and posed questions to assess the related causes, intensity, motives, and consequences. Results showed that sadness was caused by harm in the majority of incidents. There was a shift with age in the nature of the harmful causes of sadness, toward a greater frequency of harm to others as opposed to harm to self, as well as a greater frequency of psychological versus physical harm. Harm to pets, isolation, and prevention of goal achievement by another were causes of sadness and the latter decreased with age. Kindergarten children reported a lower intensity of sadness than did older children. As age increased, so did children's identification of motives for sadness. The most and least frequent of consequences of children's sadness were passive nonexpression and verbal expression of feelings, respectively. Finally, there was a decrease with age in children's redirective behavior (quick shifts towards happy activities) as a consequence of sadness.

Kindergarten Mathematics—a Survey

1978 ◽  
Vol 25 (8) ◽  
pp. 51-53
Author(s):  
V. Ray Kurtz
Keyword(s):  
First Grade ◽  
Kindergarten Children ◽  
Older Children ◽  
Mathematical Concepts ◽  
Degree Of Certainty ◽  
Kindergarten Mathematics

It is relatively easy to identify the mathematical concepts that first-grade and older children should master. It is much more difficult to identify with any degree of certainty the mathematical concepts that are to be mastered by kindergarten children.

A Tentative Screening Procedure for Selecting Bright and Slow Children in Kindergarten

1966 ◽  
Vol 33 (4) ◽  
pp. 235-241 ◽  
Author(s):  
Winifred D. Kirk
Keyword(s):  
Accurate Estimate ◽  
Kindergarten Children ◽  
Composite Score ◽  
Screening Procedure ◽  
Older Children ◽  
Accurate Judgment ◽  
Adjusted Score ◽  
Screening Device

In an effort to develop a more efficacious screening device for selecting bright and slow kindergarten children, four hypotheses were tested: (a) that teachers are subject to a CA bias, selecting older children as bright and younger children as slow; (b) that teachers can make a more accurate judgment of young children's ability by evaluating a child's ability in a number of specific areas to procure a composite score; (c) that a still more accurate estimate can be made by making a mechanical adjustment for CA and applying it to the composite score; and (d) that such an adjusted score can be successfully utilized as a screening device in selecting bright and slow children. The first three hypotheses were supported by the data, but the data were equivocal in relation to the last hypothesis.

Order of Acquisition of Identity Conservation, Equivalence Conservation and Compensation

1975 ◽  
Vol 41 (1) ◽  
pp. 95-101 ◽  
Author(s):  
David F. Bush ◽  
Lorraine P. Coffey ◽  
Halsey W. Snow
Keyword(s):  
Second Graders ◽  
Kindergarten Children ◽  
The Other ◽  
Older Children

Identity conservation, equivalence conservation, and compensation were assessed in children from kindergarten, first and second grades ( ns = 18). Older children performed better on all judgment tasks. However, kindergarten children performed better on identity conservation than the other two tasks, while first and second graders performed similarly on conservation of identity and equivalence but more poorly on compensation.

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.

scholarly journals Conocimientos sobre la lectoescritura emergente y prácticas en las aulas para su promoción: Un estudio con docentes de Educación preescolar en Costa Rica/ Emergent Literacy Knowledge and Classroom Practices for its promotion: a Study with Preschool Education Teachers in Costa Rica

2017 ◽  
Vol 36 (2) ◽  
pp. 105
Author(s):  
Luis Diego Conejo ◽  
Ana María Carmiol
Keyword(s):  
Costa Rica ◽  
Emergent Literacy ◽  
Statistical Tests ◽  
Preschool Education ◽  
Kindergarten Children ◽  
Older Children ◽  
School Year ◽  
Literacy Knowledge ◽  
Nonparametric Statistical ◽  
Conversational Structure

<p><em><strong>Resumen</strong></em></p><p>Las concepciones y los conocimientos docentes afectan la práctica docente y esta, a su vez, influye en los logros de desarrollo en lectoescritura emergente de los niños preescolares. Esta investigación explora las valoraciones docentes de prácticas efectivas en el aula para la promoción de la lectoescritura emergente y sus conocimientos sobre conciencia fonológica y fonemas. Una muestra conformada por 284 docentes a cargo de salones de educación preescolar contestó un cuestionario en línea. Los resultados indicaron diferencias según tipo de universidad en la cual se tituló la docente. Las docentes graduadas de universidades públicas otorgaron mayor importancia a prácticas efectivas en el aula para la promoción de la lectoescritura emergente que las docentes graduadas de universidades privadas. Si bien la mayoría de participantes consideró la conciencia fonológica como un factor importante para el desarrollo de la lectoescritura, los conocimientos sobre esta fueron deficientes en toda la muestra. Igualmente, los conocimientos docentes sobre los fonemas y su habilidad para identificarlos en palabras concretas también fueron deficientes. Estos y otros hallazgos se discuten a la luz de sus implicaciones para la promoción de la calidad en la educación preescolar costarricense.</p><p><em><strong>English</strong></em></p><p>This study analyzes literacy situations between dyads of 12-year-olds attending primary school and 5-year-old kindergarten children generated in the framework of the “De niño a niño” program (Rosemberg &amp; Alam, 2009). The goal of this program is to promote reading and writing learning among children living in urban-marginalized populations in Argentina. The analysis focuses on the interventions used by older children (tutors) to explain unfamiliar words to younger children (apprentices) in the context of different types of activities: reading stories and activities focused on the writing system and vocabulary. During the school year, 7 sessions were held. The tutoring sessions of 8 dyads were videotaped and transcribed. Eighty-nine exchanges in which a tutor explained a word to the apprentice were identified. For the analysis, a categorization was elaborated focusing on the conversational structure of the explanation sequence modality - monologal or dialogal - and the type of information used for the explanation -strategies that resort to semantic and contextual aspects. In order to compare how these sequences were deployed in each type of activity, nonparametric statistical tests were used. The results showed a pre-eminence of the monologal modality and a greater use of strategies that resort to semantic aspects in reading situations. In the other literacy activities, the dialogal modality and the use of contextual aspects prevailed.</p><p><em><strong><br /></strong></em></p>

scholarly journals Mother Tongue of Turkish Immigrant Children in Berlin: to Be or not to Be?

2018 ◽  
Vol 4 (4) ◽  
pp. 63-74
Author(s):  
Hristo Kyuchukov
Keyword(s):  
Mother Tongue ◽  
Age Groups ◽  
Kindergarten Children ◽  
Bilingual Children ◽  
Early Age ◽  
Older Children ◽  
Turkish Children ◽  
Grammatical Categories ◽  
New Information ◽  
Turkish Immigrant

How do bilingual Turkish children develop their mother tongue knowledge in German kindergartens and what are some of the difficulties they face? These are the questions which this paper tries to answer. For this purpose, a study with Turkish kindergarten children from Berlin, Germany was conducted. A total of 40 children were divided into two groups between 3 and 6 years old and tested twice in a year with the TEDIL Test . The test consists of pictures and measures the knowledge of Turkish nouns, verbs, adjectives, prepositions, and syntax. All of the children were tested individually by a native Turkish speaker and by the researcher. The testing was done in the kindergarten setting. The results showed that the knowledge of both age groups on different grammatical categories in Turkish was equal on the first test and there were no statistical differences. However, during the second test the group of older children showed a decrease in their knowledge of the grammatical categories in their mother tongue. This paper discusses the factors that influenced the regression in the knowledge of Turkish. This study is one of only a few on bilingual Turkish children and it presents new information about mother tongue loss among kindergarten children, discusses the reasons, and suggests that kindergartens and families should cooperate and work together in order to prevent mother tongue loss from a very early age as well as its effect on the cognitive development of bilingual children.

scholarly journals “¿Sabés qué es…?” Explicaciones de niños tutores en torno a vocabulario no familiar. Un estudio con niños de poblaciones urbano marginadas de Argentina/ “Do you know what it is…?” Explanations of child tutors about non familiar vocabulary. A study with children from marginalized urban populations of Argentina

2017 ◽  
Vol 36 (2) ◽  
pp. 83 ◽  
Author(s):  
Florencia Alam ◽  
Maia Julieta Migdalek ◽  
María Laura Ramirez ◽  
Alejandra Stein ◽  
Celia Renata Rosemberg
Keyword(s):  
Statistical Tests ◽  
Kindergarten Children ◽  
Writing System ◽  
Older Children ◽  
Reading And Writing ◽  
School Year ◽  
Different Types ◽  
El Sistema ◽  
Nonparametric Statistical ◽  
Conversational Structure

<p><em><strong>Español</strong></em></p><p>En el presente estudio se analizan situaciones de alfabetización entre díadas de niños de 12 años, que asistían a la escuela primaria y niños de 5 años de jardín de infantes generadas en el marco del programa de niños tutores en alfabetización “De niño a niño” (Rosemberg y Alam, 2009) orientado a promover el aprendizaje de la lectura y la escritura de niños, quienes viven en poblaciones urbano marginadas de Argentina. El análisis se focaliza en las secuencias de intercambio en las que los niños mayores (tutores) explican palabras poco familiares a los niños pequeños (aprendices) durante distintos tipos de actividades: lectura de cuentos y actividades focalizadas en el sistema de escritura y el vocabulario. Durante el año escolar, se llevaron a cabo 7 sesiones y las sesiones de 8 díadas fueron filmadas y transcriptas. Se identificaron 89 secuencias donde el tutor explicaba una palabra al aprendiz. Para el análisis, se elaboró una categorización que da cuenta de la estructura conversacional de las secuencias de explicación -modalidad monologal o dialogal- y del tipo de información empleada -estrategias que recurren a aspectos semánticos y de contextualización. A fin de comparar cómo se despliegan estas secuencias en cada tipo de actividad, se emplearon pruebas estadísticas no paramétricas. Los resultados mostraron una preeminencia de la modalidad monologal y un mayor empleo de estrategias que recurren a aspectos semánticos en las situaciones de lectura. En las otras actividades de alfabetización, prevaleció la modalidad dialogal y el empleo de estrategias de contextualización.</p><p><em><strong>English</strong></em> </p><p>This study analyzes literacy situations between dyads of 12-year-olds attending primary school and 5-year-old kindergarten children generated in the framework of the “De niño a niño” program (Rosemberg &amp; Alam, 2009). The goal of this program is to promote reading and writing learning among children living in urban-marginalized populations in Argentina. The analysis focuses on the interventions used by older children (tutors) to explain unfamiliar words to younger children (apprentices) in the context of different types of activities: reading stories and activities focused on the writing system and vocabulary. During the school year, 7 sessions were held. The tutoring sessions of 8 dyads were videotaped and transcribed. Eighty-nine exchanges in which a tutor explained a word to the apprentice were identified. For the analysis, a categorization was elaborated focusing on the conversational structure of the explanation sequence modality - monologal or dialogal - and the type of information used for the explanation -strategies that resort to semantic and contextual aspects. In order to compare how these sequences were deployed in each type of activity, nonparametric statistical tests were used. The results showed a pre-eminence of the monologal modality and a greater use of strategies that resort to semantic aspects in reading situations. In the other literacy activities, the dialogal modality and the use of contextual aspects prevailed.</p>

scholarly journals Mother Tongue of Turkish Immigrant Children in Berlin: to Be or not to Be?

2018 ◽  
Vol 4 (4) ◽  
pp. 54-64
Author(s):  
Hristo Kyuchukov
Keyword(s):  
Mother Tongue ◽  
Age Groups ◽  
Kindergarten Children ◽  
Bilingual Children ◽  
Early Age ◽  
Older Children ◽  
Turkish Children ◽  
Grammatical Categories ◽  
New Information ◽  
Turkish Immigrant

How do bilingual Turkish children develop their mother tongue knowledge in German kindergartens and what are some of the difficulties they face? These are the questions which this paper tries to answer. For this purpose, a study with Turkish kindergarten children from Berlin, Germany was conducted. A total of 40 children were divided into two groups between 3 and 6 years old and tested twice in a year with the TEDIL Test . The test consists of pictures and measures the knowledge of Turkish nouns, verbs, adjectives, prepositions, and syntax. All of the children were tested individually by a native Turkish speaker and by the researcher. The testing was done in the kindergarten setting. The results showed that the knowledge of both age groups on different grammatical categories in Turkish was equal on the first test and there were no statistical differences. However, during the second test the group of older children showed a decrease in their knowledge of the grammatical categories in their mother tongue. This paper discusses the factors that influenced the regression in the knowledge of Turkish. This study is one of only a few on bilingual Turkish children and it presents new information about mother tongue loss among kindergarten children, discusses the reasons, and suggests that kindergartens and families should cooperate and work together in order to prevent mother tongue loss from a very early age as well as its effect on the cognitive development of bilingual children.

RTS,S/AS01, a vaccine targeting pre-erythrocytic stages of Plasmodium falciparum

2017 ◽  
Vol 1 (6) ◽  
pp. 533-537
Author(s):  
Lorenz von Seidlein ◽  
Borimas Hanboonkunupakarn ◽  
Podjanee Jittmala ◽  
Sasithon Pukrittayakamee
Keyword(s):  
Protective Efficacy ◽  
Age Groups ◽  
Sub Saharan Africa ◽  
Phase Iii ◽  
European Medicines Agency ◽  
Older Children ◽  
Pivotal Phase ◽  
Malaria Epidemiology ◽  
Maximum Benefit ◽  
Sub Saharan

RTS,S/AS01 is the most advanced vaccine to prevent malaria. It is safe and moderately effective. A large pivotal phase III trial in over 15 000 young children in sub-Saharan Africa completed in 2014 showed that the vaccine could protect around one-third of children (aged 5–17 months) and one-fourth of infants (aged 6–12 weeks) from uncomplicated falciparum malaria. The European Medicines Agency approved licensing and programmatic roll-out of the RTSS vaccine in malaria endemic countries in sub-Saharan Africa. WHO is planning further studies in a large Malaria Vaccine Implementation Programme, in more than 400 000 young African children. With the changing malaria epidemiology in Africa resulting in older children at risk, alternative modes of employment are under evaluation, for example the use of RTS,S/AS01 in older children as part of seasonal malaria prophylaxis. Another strategy is combining mass drug administrations with mass vaccine campaigns for all age groups in regional malaria elimination campaigns. A phase II trial is ongoing to evaluate the safety and immunogenicity of the RTSS in combination with antimalarial drugs in Thailand. Such novel approaches aim to extract the maximum benefit from the well-documented, short-lasting protective efficacy of RTS,S/AS01.

Sentence Repetition: A Clinical Marker for Developmental Language Disorder in Danish

2019 ◽  
Vol 62 (12) ◽  
pp. 4450-4463
Author(s):  
Rikke Vang Christensen
Keyword(s):  
Language Disorder ◽  
Future Research ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Older Children ◽  
Likelihood Ratios ◽  
Clinical Marker ◽  
Sentence Repetition ◽  
Good Identification ◽  
Syntactic Properties

Purpose The aim of the study was to explore the potential of performance on a Danish sentence repetition (SR) task—including specific morphological and syntactic properties—to identify difficulties in children with developmental language disorder (DLD) relative to typically developing (TD) children. Furthermore, the potential of the task as a clinical marker for Danish DLD was explored. Method SR performance of children with DLD aged 5;10–14;1 (years;months; n = 27) and TD children aged 5;3–13;4 ( n = 87) was investigated. Results Compared to TD same-age peers, children with DLD were less likely to repeat the sentences accurately but more likely to make ungrammatical errors with respect to verb inflection and use of determiners and personal pronouns. Younger children with DLD also produced more word order errors that their TD peers. Furthermore, older children with DLD performed less accurately than younger TD peers, indicating that the SR task taps into morphosyntactic areas of particular difficulty for Danish children with DLD. The classification accuracy associated with SR performance showed high levels of sensitivity and specificity (> 90%) and likelihood ratios indicating good identification potential for clinical and future research purposes. Conclusion SR performance has a strong potential for identifying children with DLD, also in Danish, and with a carefully designed SR task, performance has potential for revealing morphosyntactic difficulties. Supplemental Material https://doi.org/10.23641/asha.10314437

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