scholarly journals Mandarin Chinese Immersion Program for Preschool Children in an Urban Private School in California

2013 ◽  
Author(s):  
Yuan Cao
Keyword(s):  
Preschool Children ◽  
Mandarin Chinese ◽  
Private School ◽  
Immersion Program ◽  
Chinese Immersion

Parental numeric language input to Mandarin Chinese and English speaking preschool children

2010 ◽  
Vol 38 (2) ◽  
pp. 341-355 ◽  
Author(s):  
ALICIA CHANG ◽  
CATHERINE M. SANDHOFER ◽  
LAUREN ADELCHANOW ◽  
BENJAMIN ROTTMAN
Keyword(s):  
Preschool Children ◽  
Mandarin Chinese ◽  
Mathematical Performance ◽  
English Speaking ◽  
Language Input ◽  
Chinese And English ◽  
Syntactic Frames ◽  
Preschool Aged Children

ABSTRACTThe present study examined the number-specific parental language input to Mandarin- and English-speaking preschool-aged children. Mandarin and English transcripts from the CHILDES database were examined for amount of numeric speech, specific types of numeric speech and syntactic frames in which numeric speech appeared. The results showed that Mandarin-speaking parents talked about number more frequently than English-speaking parents. Further, the ways in which parents talked about number terms in the two languages was more supportive of a cardinal interpretation in Mandarin than in English. We discuss these results in terms of their implications for numerical understanding and later mathematical performance.

Challenges Encountered in a Chinese Immersion Program in the United States

2017 ◽  
Vol 26 (3-4) ◽  
pp. 163-170 ◽  
Author(s):  
Ya-Ling Chen ◽  
Ting-An Yang ◽  
Hsiuling Lydia Chen
Keyword(s):  
United States ◽  
The United States ◽  
Immersion Program ◽  
Chinese Immersion

scholarly journals A Study of Classroom-Based Phonological Awareness Training for Preschoolers With Speech and/or Language Disorders

1998 ◽  
Vol 7 (3) ◽  
pp. 65-76 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Teresa U. McFadden
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Private School ◽  
Language Disorders ◽  
Phoneme Awareness ◽  
Older Children ◽  
Awareness Training ◽  
First Semester ◽  
Group Lessons ◽  
Phonological Awareness Training

Sixteen preschool children with speech and/or language disorders received phonological awareness training for a period of 9 months. Eight children attended a preschool classroom, and 8 children attended a pre-kindergarten classroom. The classrooms were located in a private school for children with speech and language disorders. A group of older children with speech and/or language disorders served as a nontreatment comparison group. Children in the treatment groups received 15 minutes of small-group lessons twice each week for two semesters. Classroom-based treatment focused on rhyming the first semester and on phoneme awareness the second semester. Rhyming and phoneme awareness activities were adapted from the literature on the development of phonological awareness in typically-achieving children. Results revealed that preschool children with speech and/or language disorders made significant improvement in rhyming and phoneme awareness. Comparisons with the non-treatment group indicated that gains in phoneme awareness were likely a result of the treatment rather than maturation or other aspects of the curriculum. We recommend the inclusion of some form of phonological awareness training, particularly phoneme awareness training, in intervention programs for preschoolers.

Motor competence of brazilian preschool children assessed by TGMD-2 test: a systematic review

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme dos Santos ◽  
Mellina Maria do Lago Manso Silva ◽  
Martín Dario Villanueva ◽  
Josael Pereira da Silva Júnior ◽  
Maria Teresa Cattuzzo ◽  
...  
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Private School ◽  
Test Performance ◽  
Motor Performance ◽  
Data Extraction ◽  
Related Factors ◽  
Gross Motor Development ◽  
Performance Results ◽  
Brazilian Studies

The Gross Motor Development Test (TGMD-2) is a discriminant and norm-referenced test used to assess the competence level of children aged 3 to 10 years. The aim of the present study was to systematically review the results of Brazilian studies that examined the motor development of preschool children using the TGMD-2 test, considering the different regions of Brazil, as well as to analyze the results related to the factors associated with the performance in the test TGMD-2; we reviewed the LILACS and SCIELO databases using the term "TGMD-2" as the descriptor, searching for original published studies from 2007 to 2018, with full text available, in the Portuguese and English languages, which evaluated motor performance in preschool children using TGMD-2; data extraction included items: first author, local, periodical, objectives, design, sample characteristics, test performance results and related factors; quality of the studies was also evaluated. The ten studies included in the review indicated differences in motor performance in different regions. Signs of better motor performance were found in children of private school and who practice physical activity guided by a physical education professional.

scholarly journals Executive Functions, Oral Language and Writing in Preschool Children: Development and Correlations

2014 ◽  
Vol 24 (58) ◽  
pp. 213-222 ◽  
Author(s):  
Talita de Cassia Batista Pazeto ◽  
Alessandra Gotuzo Seabra ◽  
Natália Martins Dias
Keyword(s):  
Preschool Children ◽  
Executive Functions ◽  
Private School ◽  
Oral Language ◽  
Educational Level ◽  
Cognitive Domain ◽  
Reading And Writing ◽  
Children Development

Executive functions (EF) and oral language (OL) are important for learning reading and writing (RW) and for the development of other skills in preschool. The study investigated the progression and the relationships between the performances in these competences in pre-schoolers. Participants were 90 children, mean age 4.91 years, students from Kindergarten years I and II of a private school in SP, assessed, individually, with a battery with nine instruments for EF, OL, and RW. There was increase of the performances as a result of educational level for all OL and RW measures, but only for attention in the field of EF. Significant correlations were found between the measurements assessing the same cognitive domain, as well as inter-domain, although portraying a different pattern. The results indicate that OL and RW seem to develop rapidly in the course of preschool, while the EF have slower development. The fields of OL and RW, EF and RW are more interdependent, and EF and OL are relatively independent.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

The Preschool Stuttering Screen for Health Care Professionals

2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
Differential Diagnosis ◽  
Preschool Children ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Developmental Profile

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.

Sign in / Sign up

Export Citation Format

Share Document