scholarly journals Osvojovanie slovesnej lexiky v ranej ontogenéze reči / Werbs Acquisition in Early Childhood

2013 ◽  
Vol 64 (2) ◽  
Author(s):  
Daniela Slančová
Keyword(s):  
Early Childhood ◽  
Qualitative Analysis ◽  
Child Language ◽  
Developmental Trajectory ◽  
New Method ◽  
Lexical Development ◽  
Main Research ◽  
The World ◽  
Research Questions ◽  
Communicative Abilities

AbstractThe main aim of the study is to introduce a new method which has not been applied in the Slovak study of child language so far, and to answer 4 main research questions: (1) What is the development of understanding and production of verbs in early lexical development of Slovak-speaking children? (2) Are there any differences in verbs understanding and production between Slovak-speaking girls and boys? (3) What is the linguistic picture of the world given by incipient verbal lexicon of Slovak-speaking children? (4) Is there any difference between the linguistic picture of the world of Slovak-speaking girls and boys? The method is based on the quantitative and qualitative analysis of the lexical part of the Slovak version of CDI 1 Test of communicative abilities TEKOS 1: Words and gestures with 44 verbs in the part “actions and states”. Parents were asked to fill in the checklist and choose from three options: i) child understands and speaks, ii) understands, iii) does not understand The research sample consists of 323 girls and 330 boys in their age from 8 to 16 months. The results show the unanimous developmental trajectory in verbs acquisition in both, girls and boys. The differences shown in production in favor of girls in last two months are not statistically significant. The linguistic picture of the world is cognitively and semantically gender-universal, concentrated on corporeal concepts connected with social concept. The prototypical verbs in first 16 months of the age of the children are jesť (to eat) and dať (to give)

scholarly journals The best game in the world: Exploring young children’s digital game–related meaning-making via design activity

2019 ◽  
Vol 9 (4) ◽  
pp. 275-289 ◽  
Author(s):  
Pekka Mertala ◽  
Mikko Meriläinen
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Meaning Making ◽  
Digital Games ◽  
Design Activity ◽  
Male Character ◽  
Childhood Education ◽  
Drawing Task ◽  
The World ◽  
Research Questions

Although digital games have become a constituent part of young children’s lives, not enough is known about the kinds of meanings children give to games and gaming. This qualitative study contributes to resolving this need by engaging 26 5- to 7-year-old Finnish preschoolers in an open-ended drawing task to answer the following research questions: What aspects of digital games appear meaningful for young children when they act as game designers? Why are these aspects meaningful for young children? The findings suggest that children are not mere passive consumers of digital games but are agentic meaning-makers who are capable of critically evaluating digital games when a safe and supportive space and the appropriate medium are provided. The children refined, modified, and personalized existing influential games by replacing the leading male character with a female one or by having a player operate as the antagonist instead of the hero. The findings suggest that there are vast unexplored dimensions for scholars to engage with in young children’s gaming cultures, children’s perceptions of game content, early game literacy, as well as children’s meaning-making in games. Implications for pedagogy of early childhood education are discussed.

scholarly journals Reforming the national core curriculum for bilingual education in Finland

2016 ◽  
Vol 4 (1) ◽  
pp. 86-107 ◽  
Author(s):  
Mari Bergroth
Keyword(s):  
Qualitative Analysis ◽  
Bilingual Education ◽  
Working Group ◽  
Core Curriculum ◽  
Main Research ◽  
Content Learning ◽  
Final Draft ◽  
Draft Version ◽  
Research Questions

This article explores the discourses surrounding the act of writing Section 10 Bilingual education in the new Finnish national core curriculum, which will be implemented in 2016. This section will set the parameters for programs that integrate language and content learning, where a minimum of two languages are used for instruction in content subjects. The main research questions discussed in this article are how and why certain discourses are expressed, or left unexpressed, in the final draft version of the curriculum. The data for qualitative analysis consists of participatory observations and minutes of meetings in the working group assembled for writing the draft.

scholarly journals A conceptual framework for the study of demonstrative reference

2020 ◽  
Author(s):  
David Peeters ◽  
Emiel Krahmer ◽  
Alfons Maes
Keyword(s):  
Conceptual Framework ◽  
Intrinsic Factors ◽  
Demonstrative Reference ◽  
Speech Event ◽  
Everyday Talk ◽  
The World ◽  
Research Questions ◽  
Recent Experimental Work ◽  
Communicative Abilities ◽  
Pointing Gesture

Abstract Language allows us to efficiently communicate about the things in the world around us. Seemingly simple words like this and that are a cornerstone of our capability to refer, as they contribute to guiding the attention of our addressee to the specific entity we are talking about. Such demonstratives are acquired early in life, ubiquitous in everyday talk, often closely tied to our gestural communicative abilities, and present in all spoken languages of the world. Based on a review of recent experimental work, here we introduce a new conceptual framework of demonstrative reference. In the context of this framework, we argue that several physical, psychological, and referent-intrinsic factors dynamically interact to influence whether a speaker will use one demonstrative form (e.g., this) or another (e.g., that) in a given setting. However, the relative influence of these factors themselves is argued to be a function of the cultural language setting at hand, the theory-of-mind capacities of the speaker, and the affordances of the specific context in which the speech event takes place. It is demonstrated that the framework has the potential to reconcile findings in the literature that previously seemed irreconcilable. We show that the framework may to a large extent generalize to instances of endophoric reference (e.g., anaphora) and speculate that it may also describe the specific form and kinematics a speaker’s pointing gesture takes. Testable predictions and novel research questions derived from the framework are presented and discussed.

scholarly journals Subjectivity and change in process of supervision

2020 ◽  
Vol 8 ◽  
Author(s):  
Bente Vatne ◽  
Kari Søndenå
Keyword(s):  
Early Childhood ◽  
Lived Experience ◽  
Professional Education ◽  
National Curriculum ◽  
Early Childhood Teacher ◽  
Not Given ◽  
Main Research ◽  
Childhood Education ◽  
Education And Care ◽  
Research Questions

Supervising texts with a bachelor thesis as its outcome, has been prioritized in the Norwegian Early Childhood Teacher Education. The focus has been on recruiting enough supervisors, and on qualifying supervisors. There has not been a similar focus on the bachelor texts as such, and on questions concerning what kind of function these texts should have in professional education. From a Bakhtinian dialogic perspective we value variation and change in student subjectivity as a fruitful, rather than a problematic means of enhancing quality. The current study has two main research questions: (1) what typologies of subjectivity can be identified in student’s bachelor texts, and (2) what typologies of subjectivity are given priority and how these priorities respond to the possibility of change. Concerning the first question, students’ legitimations have been identified as typologies of uncomplicated and complex subjectivity. As for the second question we observed that individual voices in bachelor students’ texts were not given equal status compared with more powerful generic voices that represent sameness. The latter voices are interpreted as articulated intentions in the national curriculum for the Early Childhood Education and Care, and in local curricula. An important insight from this study is that changes in subjectivity is tightly connected to sameness for all bachelor students and educational cannons. Student subjectivity seems to be fixed and finished and in status of adjustment to universal claims. Such insight generates new questions concerning the space for students’ lived experience, emotions and creativity in higher education.  

scholarly journals The best game in the world: Exploring young children’s digital game -related meaning-making via drawing

2019 ◽  
Author(s):  
Pekka Mertala ◽  
Mikko Meriläinen
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Young Children ◽  
Meaning Making ◽  
Digital Games ◽  
Male Character ◽  
Childhood Education ◽  
Drawing Task ◽  
The World ◽  
Research Questions

Although digital games have become a constituent part of young children’s lives, not enough is known about the kinds of meanings children give to games and gaming. This qualitative study contributes to resolving this need by engaging 26 five- to seven-year-old Finnish preschoolers in an open-ended drawing task to answer the following research questions: What aspects of digital games appear meaningful for young children when they act as game designers? Why are these aspects meaningful for young children? The findings suggest that children are not mere passive consumers of digital games but are agentic meaning-makers who are capable of critically evaluating digital games when a safe, and supportive space and the appropriate medium are provided. The children refined, modified, and personalized existing influential games by replacing the leading male character with a female one or by having a player operate as the antagonist instead of the hero. The findings suggest that there are vast unexplored dimensions for scholars to engage with in young children’s gaming cultures, children’s perceptions of game content, early game literacy, as well as children’s meaning-making in games. Implications for pedagogy of early childhood education are discussed.

scholarly journals A Conceptual Framework for the Study of Demonstrative Reference

2020 ◽  
Author(s):  
David Peeters ◽  
Emiel Krahmer ◽  
Alfons Maes
Keyword(s):  
Conceptual Framework ◽  
Intrinsic Factors ◽  
Demonstrative Reference ◽  
Speech Event ◽  
Everyday Talk ◽  
The World ◽  
Research Questions ◽  
Recent Experimental Work ◽  
Communicative Abilities ◽  
Pointing Gesture

Language allows us to efficiently communicate about the things in the world around us. Seemingly simple words like this and that are a cornerstone of our capability to refer, as they contribute to guiding the attention of our addressee to the specific entity we are talking about. Such demonstratives are acquired early in life, ubiquitous in everyday talk, often closely tied to our gestural communicative abilities, and present in all spoken languages of the world. Based on a review of recent experimental work, we here introduce a new conceptual framework of demonstrative reference. In the context of this framework, we argue that several physical, psychological, and referent-intrinsic factors dynamically interact to influence whether a speaker will use one demonstrative form (e.g., this) or another (e.g., that) in a given setting. However, the relative influence of these factors themselves is argued to be a function of the cultural language setting at hand, the theory-of-mind capacities of the speaker, and the affordances of the specific context in which the speech event takes place. It is demonstrated that the framework has the potential to reconcile findings in the literature that previously seemed irreconcilable. We show that the framework may to a large extent generalize to instances of endophoric reference (e.g., anaphora) and speculate that it may also describe the specific form and kinematics a speaker’s pointing gesture takes. Testable predictions and novel research questions derived from the framework are presented and discussed.

Global Governance from Regional Perspectives

2017 ◽  
Keyword(s):  
Global Governance ◽  
Rule Of Law ◽  
Critical Perspective ◽  
Main Research ◽  
Cultural Perspectives ◽  
Culturally Informed ◽  
The World ◽  
Research Questions ◽  
Governance Institutions ◽  
Different Parts

This book investigates, discusses, and confronts the different cultural and geopolitical understandings of global governance in different regions of the world. The main research questions addressed are: What does governance (as opposed to government, for instance) mean in different regions of the world? How does it relate to concepts like power, legitimacy, state, citizenship? Concepts of power are culturally informed, and the same is true for notions of citizenship, government, governance, and rule of law. Language also defines what can be ‘said’ and ‘thought of’. How is the notion of global governance shaped by and embedded in cultural perspectives? How is global governance understood in different regions of the world? What normative and political challenges does the concept of global governance and the emerging regimes of global governance institutions raise in different parts of the world? Is there something like a regional texture of global governance that builds upon regional cultural, social, historical, political, and/or institutional features and characteristics and that adapts the meaning of global governance to the spatial context in which it is adopted? We propose assessment at the regional level as a heuristic tool to examine the context of trends in global governance, in order to identify similarities and differences across continents without diluting the overarching conclusions by concentrating too closely on regional detail. The regional dimension is understood in a dynamic and critical perspective, and not as it has been traditionally used in ‘area studies’. We build on the notion of ‘regional worlds’ proposed by Acharya and their dynamic character.

Management of sustainable innovation for national development

2018 ◽  
Vol 2 (2) ◽  
pp. 21
Author(s):  
Alvaro Cristian Sánchez Mercado
Keyword(s):  
Civil Society ◽  
Technological Development ◽  
Innovation Management ◽  
Science And Technology ◽  
National Development ◽  
Main Research ◽  
The World ◽  
End Use ◽  
Research Centres ◽  
Scientific And Technological Development

Throughout history the development of the countries has been generated mainly by the impulse in two complementary axes: Science and Technology, and Trade. At present we are experiencing an exponential scientific and technological development and the Economy in all its fronts is driven by the intensive application of technology. According to these considerations, this research tries to expose the development of Innovation Management as a transversal mechanism to promote the different socioeconomic areas and especially those supported by engineering. To this end, use will be made of Technology Watch in order to identify the advances of the main research centres related to innovation in the world. Next, there will be an evaluation of the main models of Innovation Management and related methodologies that expose some of the existing Innovation Observatories in the world to finally make a proposal for Innovation Management applicable to the reality of Peru, so that it can be taken into consideration by stakeholders (Government, Academy, Business and Civil Society) committed to Innovation Management in the country

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