Tracking the status of language development in language‐minority kindergartners

As our world becomes increasingly multicultural in nature, multilingual skills constitute an everyday phenomenon in schools. Since most of the second‐language research has focused on school‐age students, more research had to be conducted with language‐minority students at the kindergarten level in order for psychologists and educators to develop effective and efficient systems for evaluating and tracking the developmental status of young language‐minority children. The purpose of this study was to investigate the potential usefulness of a standardized continuous progress measure, the Picture Naming Individual Growth and Development Indicator, to longitudinally assess language development in 23 language‐minority children, as well as in 13 native English‐speaking children. Results indicated that we could use the Picture Naming Individual Growth and Development Indicator to detect differences in first‐language and second‐language development in language‐minority children, as well as to detect differences between the two groups of children in their expressive English‐language skills.     

Evaluating the Long-Term Impacts of an Applied Interdisciplinary Product Development Curriculum on Food Science,Nutrition, and Packaging Science Undergraduate Students

ABSTRACT

The research objective was to evaluate the long-term impacts of an Applied Interdisciplinary Product Development (AIPD) curriculum on students’ self-confidence in product development skills and knowledge in various disciplines other than their own. The results of the Subject Knowledge Assessment (SKA) showed that students who completed the AIPD course did not have significantly different scores from the comparison group (P 0.05). However, significant differences were found between the treatment and comparison groups for five of the nine statements pertaining to confidence in product development skills on the Exit Questionnaire (EQ; P < 0.05). Results from the focus groups conducted with students who participated in the AIPD course supported the results of the EQ and SKA. Therefore the conclusion can be made that students who completed the AIPD course have maintained their advanced skill level over their peers in such areas as product development skills and soft skills.     

Parenting practices focusing on literacy: a study of cultural capital of kindergarten and first-grade students from low-income families

The purpose of this study was to examine the relations between parents’ home literacy practices and the literacy skills of young children at risk for reading difficulties. Participants included 198 kindergarten and first-grade students and their parents. Children were enrolled in two Title I schools in an urban setting. Parents completed the Stonybrook Family Reading Survey, and children completed the Peabody Picture Vocabulary Test, 4th edition, Expressive Vocabulary Test, 2nd edition, and Woodcock Reading Mastery Test. Results revealed that children with greater social capital in the form of more frequent home literacy activities demonstrated higher expressive and receptive vocabulary skills. These findings have implications for researchers, educators, and parents including the suggestion that school-based interventions should assess home literacy environment at the baseline to inform the design of instructional activities and to inform teachers on ways to enhance the home–school connection.     

RECALL OF FARM HAZARDS IN AUSTRALIAN PRIMARY SCHOOL AGE CHILDREN USING A 3-D VISUAL CUE TEST

ABSTRACT: This paper evaluates the effectiveness of the 'Spot the Hazard' farm safety resource which employs 3-D visual stimuli to develop rudimentary risk assessment skills in children. Primary school children from three local schools in north-west New South Wales were presented with the resource and talked about the farm hazards present. Children's recall of the hazards and the extent to which they compared the resource to their own farm was assessed after an initial presentation at post-tests of 1, 14 and 28 days, across three experimental groups. Individual differences in achievement were controlled for using the Wechsler Individual Achievement Test-Screener (WIAT). Analysis revealed that children exposed to the resource recalled significantly more hazards and made more comparisons to their own farm experiences than controls. However, differences on individual achievement were observed between groups due to a lack of randomisation. Farm safety educational resources for children are more effective when verbal and nonverbal strategies are used and when children are exposed to such cues repeatedly. The development of farm safety educational resources for children which employ spatial cues is encouraged. Further clarification of results would entail a more rigorous randomised control trial.     

Physical education for Head Start children: A field-based study

Although Head Start Programs provide preschool children with essential academic readiness skills and experiences, a critical missing link in the curriculum is motor skill instruction. The purpose of this study was to examine the effects of a motor development program taught by physical education majors on Head Start children's gross motor development. Participants were 53 preschool children #op2 classes from each of 2 centers#cp who were enrolled in Head Start programs and 28 physical education majors who were enrolled in two separate motor development classes. The Test of Gross Motor Development #opUlrich, 1985#cp was used for assessment and instruction. Prior to teaching the children, the university students received approximately 12 hours of practical training in motor skill analysis and assessment through laboratory experiences and videotapes. The two Head Start centers #opgroups A and B#cp were pretested in October prior to the start of the instructional program. Group A received the instructional program during the next 10 weeks and then both groups were retested. During the following 10 weeks. Group B received the same instructional program and then both groups were again tested. A 2 #opGender#cp x 2 #opGroup#cp x 3 #opTest#cp repeated measures design produced a significant Group x Test effect. Gender differences were not significant. Post-hoc analysis revealed significant differences between tests 1 and 2 for group A and between tests 2 and 3 for group B. Results suggest that a competency-based motor development program taught by physical education students can provide valuable benefits for both Head Start programs and undergraduate teacher preparation programs.     

Writing disabilities and cognitive functions at the age of nine years in a neonatal high-risk group

A group of 311 neonatally high-risk children and a control group of 72 normal children were examined at the age of nine years to find out whether high-risk children had more writing disabilities than children without risk factors. The methods used were WISC, a test of writing skills and a teachers' questionnaire. The results indicated significant differences in the WISC and the writing test scores between the risk and control group children. Children with a low birth weight, respiratory problems and several risk factors concomitantly had the most difficulties in WISC. In the writing test there were no significant differences between the diagnostic groups nor between boys and girls. Differences were found between the children according to the fathers' social classes. When poor and good writers were compared the six variables best discriminating these groups from each other were Arithmetics, Information, Digit Span and Picture Arrangement in WISC, childs' restlessness according to the teachers' evaluations and the fathers' social class. The results indicate that children belonging to a neonatal high-risk group display more various learning disabilities than normal children. More attention should be paid to these children especially during the critical periods of development.     

How The Internet Skills Of European 11- To 16-Year-Olds Mediate Between Online Risk And Harm

Not all children who use the internet will experience harm from the online risks they encounter. One of the factors that might moderate the relationship between risk and harm is children's internet skills. As there has been little research on this topic, this article examines the influence of internet skills on the prevalence of online risks and the degree to which 11- to 16-year-olds experience being harmed by these risks, using data from the EU Kids Online project. The findings suggest that, whilst older children (aged 13–16) are exposed to more online risks, younger children (11–12) report more often being harmed by these risks. After controlling for differences between children due to demographics and internet experience, as well as country differences (using multilevel analysis), the findings reveal that children with more self-reported internet skills experience more risks online. Such skills do not seem to contribute much to differences in being harmed by online risks.     

Screening for developmental disabilities in developing countries

Despite waxing international interest in child disability, little information exists about the situation of children with disabilities in developing countries. Using a culture-free screen for child disability from the 2005–2007 Multiple Indicator Cluster Survey, this study reports percentages of children in 16 developing countries who screened positive for cognitive, language, sensory, and motor disabilities, covariation among disabilities, deviation contrasts that compare each country to the overall effect of country (including effects of age and gender and their interactions), and associations of disabilities with the Human Development Index. Developmental disabilities vary by child age and country, and younger children in developing countries with lower standards of living are more likely to screen positive for disabilities. The discussion of these findings revolves around research and policy implications.     

师范学生防艾生活技能现状及影响因素研究——以某师范学院为例

目的 了解师范学生防艾生活技能现状及其影响因素,为有效预防艾滋病在学生中流行提供依据。方法 采用分层整群抽样方法抽取5444名大学生进行防艾生活技能调查,使用 SPSS21.0对数据进行一般描述性分析、〖XC小五号.EPS;P〗检验和多因素非条件logistic回归分析,探讨师范学生防艾生活技能影响因素。结果 师范学生防艾生活技能具备率为53.56%,风险识别技能、协商技能、拒绝技能、寻求帮助技能具备率分别为60.73%、44.56%、52.11%、58.95%。多因素非条件logistic回归分析结果显示,在防艾生活技能具备率上,女生是男生的1.48倍（95%CI: 1.29~1.71）;独生子女是非独生子女的1.52倍（95%CI: 1.33~1.73）;异性恋学生是非异性恋学生的1.29倍（95%CI: 1.11~1.51）;愿意进行HIV检测的学生是不愿意检测者的1.49倍（95%CI: 1.25~1.77）;二年级学生是一年级学生的1.38倍（95%CI: 1.20~1.59）;城市出生的学生是农村出生学生的1.39倍（95%CI: 1.14~1.69）。客观支持（OR=1.05,95%CI: 1.02~1.07）、主观支持（OR=1.10,95%CI: 1.08~1.12）及支持利用（OR=1.18,95%CI: 1.14~1.22）得分高是师范学生具备防艾生活技能的促进因素。结论 针对男生、非独生子女、一年级、非异性恋、出生地为农村的师范学生加强各种防艾生活技能的培养和训练,通过提高师范学生HIV检测意愿,为其提供更多和更友好的社会支持环境,进一步提高防艾生活技能具备率。     

Children’s participative citizenship within the context of integral care and daily life

The concept of participation was reviewed as a component of children's citizenship in order to promote a programme for Integral Development. A narrative revision of the literature was carried out as well as a group discussion was organized along with the staff of an Integral Care Programme, in order to identify notions of democracy and child citizenship related to care and rearing. Some elements that favoured the child participation and some parenting skills were identified. Among the elements that must be encouraged in children are: the development of emotional, cognitive and communicative skills and promotion of decision-making; among the parent skills development included are: sensitivity and responsivity; establishing routines and participation experiences. It is important to stand out that the identified elements to promote child participation and parental competences should be adapted to every specific cultural context.     

3~6岁幼儿粗大动作发展特征研究

目的 研究3~6岁幼儿粗大动作的发展特征,为临床诊疗及教育干预提供数据支撑。方法 2019年4-7月,在北京两所公立幼儿园随机抽取640名3~6岁幼儿,使用大肌肉动作发展测试(TGMD-3)进行粗大动作发展评估。采用双因素方差分析,比较不同年龄、性别幼儿粗大动作得分之间的差异。结果 3~6岁幼儿粗大动作发展未出现显著的性别×年龄的交互效应(P＞0.05)。在粗大动作总分、移动性总分、操作性总分及13个子项目得分上出现了显著的年龄主效应(P＜0.001),随年龄的增长粗大动作得分呈上升趋势。在4~6岁组幼儿移动性总分、单脚跳和蹦跳得分上出现了显著的性别主效应(P＜0.05),女童优于男童;在3~6岁幼儿操作性总分、双手挥棒击打固定球、单手挥拍击打反弹球、脚踢固定球和原地运球得分上也出现了性别主效应(P＜0.001),男童优于女童。结论 3~6岁幼儿粗大动作得分随年龄的增长不断提高,女童的移动性动作优于男童,男童的操作性动作优于女童,应依据3~6岁粗大动作发展的年龄、性别特征,进行差异化教学。     

Impact of a community-based programme for motor development on gross motor skills and cognitive function in preschool children from disadvantaged settings

The aims of the studies were to assess the impact of the Little Champs programme for motor development on (1) the gross motor skills, and (2) cognitive function of children in the programme. In study 1, 118 children from one Early Childhood Development Centre (ECDC) were tested using the Test of Gross Motor Development-2, and in study 2, 83 children were tested from six ECDCs using the Herbst Early Childhood Development Criteria test. The results showed that children exposed to eight months of Little Champs had significantly better overall scores for locomotor (p < 0.005) and object control (p < 0.01) skills compared to the control group. There was a statistically significant improvement in the cognitive scores of children who participated regularly in the programme (p < 0.0001). These findings suggest that even limited exposure to a low intensity programme for motor development can positively impact gross motor skills and cognitive function in disadvantaged preschoolers.     

Decision-making styles of dietitians

Four decision-making styles (technician, planner, teacher, artist) were distinguished with Myers-Briggs Type Indicator (MBTI) results for 61 dietitians and 55 dietetic students. The "technician" style (impersonal, matter-of-fact analysis expressed in technical skills) was preferred to other styles by the greatest percentage of subjects studied. Subgroups of clinical dietitians, those 40 years old or older, and dietetic internship graduates preferred the "technical" style that is related to academic achievement in applied and physical sciences. Dietitians in administration, consulting, education, and public health indicated a preference for the "artistic" style (an insightful approach to possibilities expressed in an ability to communicate well with others). CUP graduates indicated the most diversity in style preferences. The "planner" style identified with researchers was preferred to the "artistic" style by students. Available data from groups of dietitians studied by other investigators supported these findings and indicated similarities among dietitians, school administrators, and medical technicians. Comparison between students in this and other samples indicated more differences than similarities, which may be due to differences in programs. Since all styles are useful within the profession, it is suggested that the identification and adaptation of style be included in education programs for dietetic students and practitioners.     

A pilot longitudinal follow-up study of the Brief Infant Toddler Social–Emotional Assessment (BITSEA) in Northern Finland: examining toddlers’ social–emotional,behavioural and communicative development

Developmental needs should be assessed in early infancy and followed longitudinally to improve identification, prevention and intervention efforts.The objective was to examine the relationship between competencies and areas of need in toddlers’ development, and to describe the properties and utility of the Brief Infant Toddler Social–Emotional Assessment (BITSEA) in a pilot study in Northern Finland. Parents (N?=?50) evaluated toddler development at 18 and 36 months. Assessments included the BITSEA, the Child Behavior Checklist and the MacArthur Communicative Development Inventories. Lower communicative skills were associated with an increase in toddler behavioural problems. Social–emotional competence (S-EC) was associated with better communication development. Parents reporting enhanced communication skills and S-EC in their toddlers also reported fewer behavioural problems in their young children; however, further research employing the BITSEA in a larger and heterogeneous sample of Finnish children is needed to determine appropriate cut-off scores and reliability especially for the unique subscales of BITSEA.     

孤独症儿童听觉统合治疗的近期疗效研究

【目的】探讨孤独症儿童进行听觉统合治疗的近期疗效，为孤独症儿童的康复治疗提供依据。【方法】对62例孤独症患儿进行听觉统合治疗。采用中冈韦氏幼儿（或儿童）智力测验（China-Wechsler Young Children Scale of Intelligence，C-WYCSI）or China-Wechsler Intelligence Scale of Children，C-WISC）、图片词汇测验（Peabody Picture Vocabulary Test，PPVT）、儿童适应行为评定量表、孤独症儿童行为检查量表（Autism Behavior Checklist ABC）．比较治疗前、后孤独症儿童临床行为的改变。【结果】听觉统合治疗3～6个月后，孤独症儿章的智商（intelligence quoticent，IQ）、适应商（adaptive deviation quotient，ADQ）较治疗前提高。（ABC）量表分值较治疗前降低，语言、行为、情绪、交往、感知以及饮食睡眠等方面较治疗前改善．差异均有非常显著性（P〈0．01）。【结论】听觉统合治疗对儿童孤独症近期疗效肯定。     

天津市某理工科高校《健康与发展》课程的教学效果

目的了解理工科大学生对校本课程《健康与发展》的需求,以及该课程对理工科大学生健康相关态度和行为的影响,为拓宽生活技能教育应用领域,设置适合理工科大学生生活技能教育为基础的课程提供参考依据.方法在天津市某理工科高校开设《健康与发展》选修课,共8周24学时.采用参与式教学方法,以培养理工科大学生健康的生活方式为切入点,为学生提供生活技能的理论教学与实践培训.通过课程前后2次问卷调查,对课程教学效果和学生健康相关行为及态度进行评估.结果教育后,学生健康相关行为和态度有了明显转变,接受教育后学生上网玩游戏、娱乐活动和聊天的比例显著降低（P＜0.01）,健康相关态度也有了明显的正向改变.教育后学生心理社会能力“总分”、“好”、“有能力”、“快乐”4个方面评分均高于教育前(P＜0.01).学生对学习该课程的必要性和课程对促进大学生心理健康,减少不健康生活方式的作用评价很高.结论加强理工科高校大学生的生活技能教育,是促进其身心健康发展的关键.开设生活技能教育课程是必要、有效且可行的,可以在理工科高校推广应用.     

Factors related to breakfast eating behavior among elementary school children

OBJECT: The purpose of this study was to clarify factors related to eating breakfast among elementary school children. METHOD: The subjects were 196 fifth-grade pupils from two elementary schools in Osaka Prefecture. The main survey items were as follows: Number of eating breakfast days in the last week, appetite for breakfast, sleeping habits, knowledge on food, attitude related to eating breakfast, self-esteem, social skills, and eating behavior of family members. The Rosenberg Scale was used to measure global self-esteem and the Pope Scale for estimation of family-related self-esteem. Social skills were assessed using the scale developed by Shimada et al., which consists of subscales for pro-social skills, withdrawal behavior, and aggressive behavior. RESULTS: The main results were as follows: (1) The percentages of children who ate breakfast everyday in the last week were 78.3% for boys and 70.2% for girls, who no significant difference between the sexes. (2) The children who ate breakfast everyday in the last week (everyday-eating group) had more appetite for breakfast and went to bed earlier than the children who one or more days without eating (lack-of-eating group). (3) Compared with the lack-of-eating group, the everyday-eating group showed higher scores in family-related self-esteem and pro-social skills, and lower scores for aggressive behavior. (4) Regarding knowledge on food except influence of sugar for health, there were no differences between the everyday-eating and lack-of-eating groups. However, the former included more children who thought that eating every breakfast was very important, compared with the latter. (5) Children who expressed the following answers were more abundant in the everyday-eating group than in the lack-of-eating group: (1) Family members prepare breakfast every day; (2) They ate breakfast with family members everyday in the last week; (3) They often talk with family members during meals and snacks. CONCLUSIONS: From the above results, the following are suggested in relation to the development of eating breakfast for elementary school children: (1) Only providing knowledge on nutrition is insufficient; (2) Development of a positive attitude toward the significance of breakfast is necessary; (3) Development of a daily living rhythm, including sleeping behavior, is important; (4) Encouraging the development of family-related self-esteem and the social skills is important. Therefore, especially in the elementary school stage, not only conducting eating behavior education at school, but also intervention to affect family members' behavior and attitudes has an important role.     

Early Growth of Mexican–American Children: Lagging in Preliteracy Skills but not Social Development

Latino toddlers fall behind White peers at 24 months of age in oral language and interactive skills with their mothers in English or Spanish. But Latino children enter kindergarten with social skills that rival White peers, despite social-class disparities. We ask whether cognitive trajectories widen during the 24–48 month period, how these patterns differ for Latinos, especially Mexican–Americans, and whether similar gaps in social-emotional growth appear. We analyzed growth patterns for a nationally representative birth sample (n = 4,690) drawn in 2001, estimating levels of change in development from 24 to 48 months of age, focusing on Latino subgroups. The mean gap in cognitive processing for Mexican–American children, already wide at 24-months of age relative to Whites (three-fourths of a standard deviation), remained constant at 48 months. But differences in social-emotional status were statistically insignificant at both 24 and 48 months. Mexican–American mothers were observed to be equally warm and supportive relative to White peers during interaction tasks. Yet the former group engaged less frequently in cognitive facilitation, oral language, and preliteracy activities in the home. Growth in both cognitive and social domains was considerably lower in larger families, placing children raised in poor or Spanish-speaking homes within a large household at greater risk of delays. Pediatricians and practitioners must carefully gauge the social-emotional well-being of Latino children, in developmental surveillance activities. Growth in cognitive and social domains unfolds independently for children of Mexican heritage, even when raised in economically poor families.     

Supporting the development of young children’s metacognition through the use of video-stimulated reflective dialogue

ABSTRACT

This paper reports on a study exploring metacognition in young children. Developing metacognitive skills helps children become responsible and ‘thoughtful about their learning’ [Chatzipanteli, A., Grammatikopoulos, V., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early Child Development and Care, 184(8), 1223] and can improve educational outcomes [Hattie, J. (2012). Visible learning for teachers: Maximising impact on learning. Abingdon: Routledge]. This paper explores how conducting video-stimulated reflective dialogues with young children about their thinking supported their metacognitive and cognitive development. Performance on a number of standardized tests was compared to that of a control group. Results indicated that the intervention group made more progress than the control group, became better at discussing their thinking and demonstrated an increase in metacognitive behaviours during classroom activities. The results suggest that VSRD with young children is valuable – as a participatory research tool, but also as a pedagogical strategy to support the development of metacognition and reflection.