The Emergence of 5-Year-Olds’ Behavioral Difficulties: Analyzing Risk and Protective Pathways in the United Kingdom and Germany

This study aimed to advance our understanding of 5-year-olds’ behavioral difficulties by modeling and testing both mediational protective and risk pathways simultaneously. Drawing on two national samples from different Western European countries—the United Kingdom (13,053) and Germany (2,022), the proposed model considered observed sensitive parental interactive behaviors and tested child vocabulary as protective pathways connecting parental education with children’s behavioral outcomes; the risk pathways focused on negative parental disciplinary practices linking (low) parental education, parental distress, and children’s difficult temperament to children’s behavioral difficulties. Further, the tested model controlled for families’ income as well as children’s sex and formal child care attendance. Children with comparatively higher educated parents experienced more sensitive interactive behavior, had more advanced vocabulary, and exhibited fewer behavioral difficulties. Children with a comparatively higher level of difficult temperament or with parents who suffered from distress tended to experience more negative disciplinary behavior and exhibited more behavioral difficulties. Additionally, children’s vocabulary skills served as a mechanism mediating the association between parental education and children’s behavioral difficulties. Overall, we found similar patterns of results across the United Kingdom and Germany with both protective and risk pathways contributing simultaneously to children’s behavioral development. The findings suggest that promoting parents’ sensitive interactive behaviors, favorable disciplinary practices, and child’s vocabulary skills have potential for preventing early behavioral difficulties.

Vocabulary Mastery in University Students: a Study on EFL Context

This article discusses strategies for increasing the vocabulary of university students. Knowledge the value of students' vocabulary skills and understanding in order to assist student abilities in all elements of the English language The purpose of producing this essay is to improve one's ability to communicate verbally and in writing. Skills such as listening, speaking, reading, understanding, and writing are all mentioned. This is because the four abilities are one and the same entity; we cannot separate them, yet they may be recognized from one another.

Did you see that? False memories for emotional words in bilingual children

When participants process a list of semantically strongly related words, the ones that were not presented may later be said, falsely, to have been on the list. This ‘false memory effect’ has been investigated by means of the DRM paradigm. We applied an emotional version of it to assess the false memory effect for emotional words in bilingual children with a minority language as L1 (their mother tongue) and a monolingual control group. We found that the higher emotionality of the words enhances memory distortion for both the bilingual and the monolingual children, in spite of the disadvantage related to vocabulary skills and of the socioeconomic status that acts on semantic processing independently from the condition of bilingualism. We conclude that bilingual children develop their semantic knowledge separately from their vocabulary skills and parallel to their monolingual peers, with a comparable role played by Arousal and Valence.

Instructional Material Development for Vocabulary Enhancement of Grade 9 Students of Botolan National High School

This study aimed to determine the level of vocabulary skills of Grade 9 students of Botolan National High. This was identified by using the DepEd E-class Record transmutation table and descriptive rating. The study which used descriptive analysis research was also utilized to know the level of vocabulary of 155 Grade 9 respondents of Botolan National High School SY 2019- 2020. Results and findings of the study led to the development of the supplementary instructional materials to enhance the level of vocabulary of Grade 9 students. The findings revealed that the level of vocabulary skills of the students before exposure to context clues was Fairly Satisfactory, while the level of the vocabulary skills of the students after exposure to context clues was Satisfactory. The level of vocabulary skills of the students before exposure to visual association was Fairly Satisfactory while the level of the vocabulary skills of the students after exposure to visual association was also Fairly Satisfactory. There was significant relationship on the level of vocabulary skills of the students before and after exposure to context clue and visual association strategies. It is recommended therefore that appropriate supplementary instructional materials be devised and utilized in order to enhance the level of vocabulary skills of Grade 9 students.

The Effectiveness of Crossword Puzzle in Improving Mufradat Skills

Arabic mufradat is an element of various language elements, where the richness of vocabulary is part of the indicator of language proficiency. In reality, vocabulary learning often encounters obstacles, therefore choosing the right media is part of an effort to overcome the existing difficulties. This study aimed to test the effectiveness of the puzzle in improving Arabic vocabulary skills. This study was conducted with a quasi-experimental approach where data were obtained through pre-test and post-test. Based on the results, the use of puzzle games as learning media was effective to improve mufradat skills.

THE USE OF FLASHCARD MEDIA IN IMPROVING STUDENTS' ABILITY IN LEARNING VOCABULARY AT ENGLISH CLASS VII AN-NURMANIAH JUNIOR HIGH SCHOOL

The purpose of this study was to determine the learning process and increase students' vocabulary skills in learning English using flashcard media in Class VII SMP An-Nurmaniyah. The research method used is classroom action research with the following stages: planning, implementation, observation and reflection. Data collection techniques used in this study are: (1) tests, (2) interviews, (3) observation. The results obtained from this study are that the implementation of the first action learning has not achieved maximum results, it appears that there are still students who are less involved in the use of flashcard media and there are still students who feel confused about what the teacher bothered so that the average score obtained by students in the first cycle was 68, with learning completeness around 72%. By looking at the Minimum Completeness Criteria (KKM) that has been set at SMP An-Nurmaniyah, namely 65, there are 13 people who reach the completeness criteria, meaning only 72%, while according to the KTSP a learning is said to be complete if the completeness score obtained by students is 75% of the total the number of students. Meanwhile, the second cycle has increased with the average score obtained by students in the second cycle is 84, with learning completeness around 100%.

Relevansi Pendidikan Musik Terhadap Kecerdasan Intelektual Anak Usia Dini

This study aims to determine the relevance of music education to intellectual intelligence in early childhood. The method used in this research is qualitative method. While the approach in this study uses a library research approach. The results of the study prove that there is a close relationship between music playing skills and intellectual intelligence. Children who received a music education program increased their spatial intelligence (spatial intelligence) compared to children who were not exposed to music. Not only spatial intelligence, music also improves children's language and vocabulary skills as well as logic which in the end the child is able to organize ideas and be able to solve problems. Keyword : Music, Intellectual Intelligence, Children

Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development

Caregiver abstract talk during shared reading predicts preschool-age children’s vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children’s vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children’s concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed.