scholarly journals Spatial Language of Young Children During Block Play in Kindergartens in Urban China

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaoli Yang ◽  
Yuejuan Pan
Keyword(s):  
Young Children ◽  
Daily Basis ◽  
Free Play ◽  
Urban China ◽  
Spatial Language ◽  
Spatial Skills ◽  
Block Play ◽  
Spatial Features ◽  
And Gender ◽  
Spatial Locations

Spatial language is an important predictor of spatial skills and might be inspired by peer interaction and goal-oriented building behaviors during block play. The present study investigated the frequency, type and level of children’s spatial language during block play and their associations with the level of block play by observing 228 young children in classrooms equipped with unit blocks and allowing free play on a daily basis. The findings showed that during block play, young children used more words about spatial locations, deictic terms, dimensions, and shapes and fewer words about spatial features or properties and spatial orientations or transformations. Spatial locations were used most frequently, and young children tended to use vertical location words to represent the corresponding location. Most young children used gestures in conjunction with spatial deictic terms. Among shape words, tetragon words were frequently used, and the representation of spatial shapes showed alternatives, collective tendencies and gender differences. The use of spatial language during the play process had a significant positive correlation with age, the construction structure, and form of block building.

Validating justifications in preschool girls' and boys' friendship group talk: implications for linguistic and socio-cognitive development

2009 ◽  
Vol 37 (1) ◽  
pp. 115-144 ◽  
Author(s):  
AMY KYRATZIS ◽  
TAMARA SHUQUM ROSS ◽  
S. BAHAR KOYMEN
Keyword(s):  
Young Children ◽  
Causal Relationship ◽  
Free Play ◽  
Pragmatic Development ◽  
Friendship Groups ◽  
Friendship Group ◽  
Naturally Occurring ◽  
And Gender ◽  
Causal Theories ◽  
And Control

ABSTRACTChildren are believed to construct their causal theories through talk and interaction, but with the exception of a few studies, little or nothing is known about how young children justify and build theories of the world together with same-age peers through naturally occurring interaction, Children's sensitivity to when a pair or group of interlocutors who interact frequently together feel that a justification is needed, is an index of developing pragmatic competence (Goetz & Shatz, 1999) and may be influenced by interactive goals and gender identity positioning. Studies suggest that salient contexts for justifications for young children are disagreement and control (e.g. Veneziano & Sinclair, 1995) but researchers have been less recognizant of ‘situations in which partners verbally assist in the construction of justifications as a means to maintain contact or create solidarity’ (Goetz & Shatz, 1999: 722) as contexts for justifications. The present study examined the spontaneously produced justification constructions in the naturally occurring free play of five friendship groups of preschool-aged children (aged from 3 ; 6 to 5 ; 4), in terms of the motivating context of the justification, marking of the causal relationship with a connective, and causal theories accessed in the talk. Partner expansion (validating justifications) was a salient motivating context for justifications, especially in the talk of friendship groups of girls, and seemed to privilege greater marking of the causal relationship with a connective and less arbitrary reasoning. One group of girls varied their use of validating justifications depending on the theme of play. Results are discussed in terms of the implications of use of validating justifications for children's causal theory building with peers, linguistic development, and pragmatic development.

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

2021 ◽  
pp. 109830072098352
Author(s):  
Jennifer R. Ledford ◽  
James E. Pustejovsky
Keyword(s):  
Systematic Review ◽  
Social Competence ◽  
Young Children ◽  
Meta Analysis ◽  
Free Play ◽  
Complex Communication Needs ◽  
Training Time ◽  
Considerable Heterogeneity ◽  
Inclusive Preschool ◽  
Communication Needs

Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time).

Market Transition and Gender Gap in Earnings in Urban China

Social Forces ◽  
2003 ◽  
Vol 81 (4) ◽  
pp. 1107-1145 ◽  
Author(s):  
X. Shu ◽  
Y. Bian
Keyword(s):  
Gender Gap ◽  
Market Transition ◽  
Urban China ◽  
And Gender

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Emotional and Subjective Volunteered Geographical Information

2017 ◽  
pp. 97-112 ◽  
Author(s):  
Jiri Panek
Keyword(s):  
Data Mining ◽  
Social Networks ◽  
Spatial Data ◽  
Large Scale ◽  
Geographical Information ◽  
Emotional Information ◽  
Spatial Features ◽  
Spatial Locations ◽  
The City

Crowdsroucing of emotional information can take many forms, from social networks data mining to large-scale surveys. The author presents the case-study of emotional mapping in Ostrava´s district Ostrava-Poruba, Czech Republic. Together with the local administration, the author crowdsourced the emotional perceptions of the location from almost 400 citizens, who created 4,051 spatial features. Additional to the spatial data there were 1,244 comments and suggestions for improvements in the district. Furthermore, the author is looking for patterns and hot-spots within the city and if there are any relevant linkages between certain emotions and spatial locations within the city.

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