Parental contributions to language development during the COVID-19

2021 ◽  
Author(s):  
Junko Kanero ◽  
ASLI AKTAN-ERCIYES
Keyword(s):  
Young Children ◽  
Language Development ◽  
Language Learning ◽  
Learning Environments ◽  
Online Survey ◽  
Mothers And Fathers ◽  
The World ◽  
Unusual Situation ◽  
As If ◽  
At Home

The COVID-19 pandemic caused temporary yet significant changes in young children’s learning environments around the world. In Turkey and many other countries where young children are commonly taken care of at home, a notable pandemic-related change was the increased presence of the father at home. This study utilized this unusual situation to examine the contributions of mothers and fathers in language learning. A two-part online survey was administered to the parents of an 8- to 36- month-old, and we analyzed data from 128 families at Time 1 (Mage = 21.91) and 52 families at Time 2 (Mage = 25.09). As a proxy of the parental language input, we asked the parents to write a story about a picture as if they were telling a bedtime story to their child. The number of words used in the mother’s story, but not the father’s story, predicted the vocabulary level of children.

Family and language development during COVID-19: The case of Turkey

2020 ◽  
Author(s):  
Junko Kanero ◽  
ASLI AKTAN-ERCIYES
Keyword(s):  
Young Children ◽  
Language Development ◽  
Language Learning ◽  
Learning Environments ◽  
Online Survey ◽  
Mothers And Fathers ◽  
Descriptive Information ◽  
The World ◽  
Unique Context ◽  
At Home

With the suspension of daycares and kindergartens, COVID-19 caused temporary yet significant changes in young children’s learning environments around the world. In some countries such as Turkey, however, most young children had been taken care of at home even before the pandemic. Thus, Turkey provides a unique context in which one of the most notable pandemic-related changes for many was the increased presence of the father at home. The study uses language development as an example to (1) provide descriptive information about how COVID-19 affected the learning environment of young children in Turkey, and (2) understand the contributions of mothers and fathers in language learning. We administered a two-part online survey to 133 families with a child at ages 8-36 months. The survey asked the details of the child’s vocabulary level at two times, time spent with the child, and activities they were engaged in. As a proxy of the parental language input, we also asked the parents to write a story about a picture as if they are telling a bedtime story to their child. Our data suggest that the number of words used in the mother’s story, but not the father's story, predicted the vocabulary level of children.

scholarly journals Educational Content of Today The Understanding of Architecture as a Collective Art

2019 ◽  
pp. 100-103
Author(s):  
Gro Lauvland
Keyword(s):  
Martin Heidegger ◽  
Market Economy ◽  
Human Beings ◽  
Educational Content ◽  
Nature And Culture ◽  
Production Processes ◽  
The World ◽  
The Given ◽  
As If ◽  
At Home

Our understanding of the world is manifested in what we make and produce. Through the last 250 years there has been a change in the understanding of man´s place in the world. Our way of building is characterized by market economy and controlled production processes — as if we can control everything through our consciousness. Both the given nature and what is transferred to us through history, are regarded as resources made for us. Today our understanding of the world makes the cities more and more similar. This understanding of nature and culture challenges our human conditions. As human beings, we are embedded in the place, according to both Martin Heidegger and Maurice Merleau-Ponty. In line with their understanding the Norwegian architect and theorist Christian Norberg-Schulz argued, for instance in Stedskunst (1995), that it is the qualities of the place we identify with, and which makes it possible for us to feel at home.

scholarly journals COVID-19 first lockdown as a unique window into language acquisition: What you do (with your child) matters.

2021 ◽  
Author(s):  
Natalia Kartushina ◽  
Nivedita Mani ◽  
ASLI AKTAN-ERCIYES ◽  
Khadeejah Alaslani ◽  
Naomi Aldrich ◽  
...  
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Learning Environments ◽  
Normative Data ◽  
Vocabulary Development ◽  
Limited Access ◽  
Daycare Centers ◽  
Child Interaction ◽  
External Sources ◽  
At Home

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries (from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child’s development or vocabulary development benefited from intense caregiver-child interaction during lockdown.

scholarly journals Teleworking: A new method for organizing work

2021 ◽  
Vol 55 (1) ◽  
pp. 205-221
Author(s):  
Bojan Urdarević
Keyword(s):  
Information Technologies ◽  
New Technologies ◽  
Legal Framework ◽  
Private Life ◽  
Legal Issues ◽  
The Other ◽  
State Of Emergency ◽  
The World ◽  
Unusual Situation ◽  
At Home

Recently, especially with the development of information technologies, the so-called flexible employment modes is increasingly represented. From the employer standpoint, this employment model has a lot of benefits in the form of reducing certain costs, but it is also more comfortable for an employee because there is no commuting. On the other hand, the great disadvantage of this kind of work is that it is difficult to separate private life from work obligations. The great changes in the economies and societies of the countries in the world brought about by the pandemic of infectious disease COVID-19 in 2020 and 2021 have greatly affected the world of work. The biggest change that has taken place in the world of work is the change of place of work, so instead of in the employer`s premises, employees switched to teleworking, mostly at home, especially during the state of emergency and prohibition of free movement. During that period, telework and work at home began to be used more and more often as synonyms for designating a specific way of conducting work - outside the employer`s premises. Such an unusual situation has left many countries surprised by how to help employees and employers, not only due to the lack of appropriate legal framework, but also due to the lack of resources needed for new technologies. In that sense, teleworking has proven to be a highly successful means of enabling continuity in the employer`s business, especial in times of natural disasters and pandemics, but at the same time, many legal issues related to the nature of such working regime are open.

scholarly journals How Reading Books Fosters Language Development around the World

2012 ◽  
Vol 2012 ◽  
pp. 1-15 ◽  
Author(s):  
David K. Dickinson ◽  
Julie A. Griffith ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Oral Language ◽  
Literacy Development ◽  
Language Ability ◽  
Book Reading ◽  
Factors Associated ◽  
The World ◽  
Language Competencies

Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language ability in the preschool years and later reading. The language competencies that literacy builds upon begin to emerge as soon as children begin acquiring language; thus, the period between birth and age three also is important to later literacy. Book reading consistently has been found to have the power to create interactional contexts that nourish language development. Researchers, pediatricians, and librarians have taken notice of the potential for interventions designed to encourage parents to read with their children. This article reviews research on the connections between language and later reading, environmental factors associated with language learning, and interventions developed in varied countries for encouraging book use by parents of young children.

scholarly journals Informed Eclecticism in the Design of Self-Access Language Learning Environments

2016 ◽  
pp. 115-135
Author(s):  
Curtis Edlin
Keyword(s):  
Instructional Design ◽  
Language Learning ◽  
Learning Environments ◽  
Ways Of Knowing ◽  
Learner Autonomy ◽  
Design Development ◽  
Instructional Models ◽  
Learning Paradigm ◽  
The World ◽  
Development Support

Self-access learning environments traditionally received only rudimentary treatment and attention compared to classrooms as many educators presumed that it was a teacher and the instructional models, methods, and approaches that were the greatest mediators in learning. In recent decades, self-access centers and subsequently other self-access learning environments and digital spaces have been burgeoning throughout the world, created primarily with the goal of supporting learner autonomy. However, old classroom-centric learning and design paradigms are sometimes applied to the design of self-access environments despite the relative spatial, temporal, and grouping freedom available. By distancing themselves from the tendency to choose one particular learning paradigm on which to base their designs, as is often the case in instructional design, educators and designers open their designed environments to the possibility of becoming a rich space, informed by numerous and diverse fields, that can account for varied ways of learning and knowing. Looking to other fields to further understand what variables can either catalyze or obstruct various ways of knowing and learning can inform the design, development, support, and management of self-access language learning environments. Drawing on knowledge from a variety of disparate fields, this paper suggests six principles that can be applied in order to augment a wide variety of types of learning in self-access learning environments, and particularly those concerned with language learning.

scholarly journals Children’s sense-making through exploration

2020 ◽  
Vol 13 (3) ◽  
Author(s):  
Lovise Søyland
Keyword(s):  
Young Children ◽  
Embodied Cognition ◽  
Learning Environments ◽  
Digital Technologies ◽  
Sensory Experience ◽  
Arts And Crafts ◽  
Sense Making ◽  
Touch Interaction ◽  
The World ◽  
Video Documentation

A child’s sense-making is grounded in his or her bodily interactions with the environment and tied to the body’s sensory experience. Digital technologies are being introduced into children’s learning environments and they experience virtual materialities to a greater extent now ever before. This study aimed to uncover how young children make sense of the world through explorative touch interactions with physical and virtual materialities. Children’s sense-making was studied through an explorative inquiry that was supported by video documentation. This article discusses how the combination of materials, digital technologies and experiences of different materialities offers new opportunities for explorative interaction, transforming and shaping children’s experience of the world through joint sensemaking. It also identifies how children’s past experience of material touch is important for them in their process of grasping virtual materiality. Keywords:sense-making, touch interaction, virtual materiality, arts and crafts education, embodied cognition

scholarly journals The Distributed L1 and L2 Language-Learning Environments of Dual Language Learners Across Home and School Settings

2020 ◽  
Vol 51 (4) ◽  
pp. 1007-1023
Author(s):  
Pui Fong Kan ◽  
Annaliese Miller ◽  
Shirley Cheung ◽  
Angela Brickman
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Language Learners ◽  
Dual Language ◽  
Typically Developing ◽  
School Settings ◽  
Audio Recordings ◽  
Teacher Reports ◽  
L1 And L2 ◽  
At Home

Purpose This study explored the language-learning environments of typically developing dual language learners (DLLs) who learned Cantonese (first language [L1]) at home and English (second language [L2]) in preschool settings through direct and indirect measures. Method Nine typically developing Cantonese–English DLLs participated in this study. Participants' daylong activities were audio-recorded using the digital language processor of the Language ENvironment Analysis system. A manual coding scheme was developed to examine the audio recordings with the focus of the amount of L1 and L2 used by participants, adults, and their peers across home and school settings. In addition, participants' language use was indirectly examined using parent questionnaires, teacher reports, and classroom observations. Results The results of the audio recordings showed that Cantonese was the primary language used at home, and both Cantonese and English were used in school settings, consistent with the parent and teacher reports. Correlation analyses revealed that the amount of L1 used by the participants was associated with the L1 used by their peers: and the amount of L2 used by participants was positively related to the L2 used by adults at home. Conclusions The findings illustrate how parent/teacher reports and daylong audio recordings could complement each other in the investigation of DLLs' language-learning environments.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

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