Education in the app store: using a mobile game to support U.S. preschoolers’ vocabulary learning

ABSTRACT

Despite the prevalence of educational apps for children, there is little evidence of their effectiveness for learning. Here, children were asked to learn ten new words in a narrative mobile game that requires children use knowledge of word meanings to advance the game. Study 1 used a lab-based between-subjects design with middle-SES 4-year-olds and used a receptive vocabulary test to examine whether children learned the game’s words. Children who played the game answered more questions correctly than children who did not play the game. Study 2 used a within-subjects design with low-SES preschoolers who played the game four times as part of a larger classroom intervention. Children showed evidence of learning on both a receptive and an expressive vocabulary measure. The difference between pre- and post-test scores was significantly larger for target words than for five non-exposure control words. Results show that both middle-SES children in the lab and low-SES children in the classroom learned new vocabulary from an interactive mobile game, suggesting that developmentally-appropriate mobile games show promise for vocabulary learning.     

Physiotherapists' stories about professional development

Abstract

Introduction: A professional career may extend over a period of 40 years. Although learning is a feature of professional competence, little is known about learning and development after professional entry education. Methods: Narrative inquiry was used to understand how physiotherapists learned and developed over time, and stories from a purposeful sample of 12 physiotherapists were collected. Stories were thematically analyzed with regard to key elements related to learning and development, and common themes were identified across stories. Findings: Four themes emerged from the analysis where physiotherapists learned and developed in working life: (1) facing challenges; (2) contrasting perspectives; (3) drawing on hundreds of educators; and (4) building on personal experience. Conclusion: Non-formal ways of learning in working life may help physiotherapists learn and develop confidence, communication strategies and different approaches to treatment. Besides reflection on personal experience and patient encounters, learning and development may be promoted and supported by taking on challenges and changing settings.     

不同阅读方式对中班幼儿叙事能力的影响

目的 分析自主阅读和分享阅读对幼儿叙事能力的影响,为有效促进幼儿叙事能力的发展提供科学依据。方法 2017年3-5月抽取1所幼儿园,将其中班幼儿分为实验组(分享阅读组)和对照组(自主阅读组)进行为期4周的实验研究。结果 方差分析表明,前后测试,阅读方式和故事要素主效应显著(F=40.44,28.60,39.67,P<0.001)。简单效应分析表明,在后测试中分享阅读组的成绩显著高于自主阅读组,且故事背景、尝试行动及故事结果的成绩显著高于故事起因和内在反应(P<0.05),但在故事起因维度中,分享阅读组的成绩与自主阅读组的成绩差异无统计学意义(P>0.05)。结论 不同阅读方式对促进幼儿的叙事能力各维度的发展均有正向作用,但效果不一。分享阅读对幼儿叙事能力发展的效果优于自主阅读,但在故事起因方面,两种阅读方式均无显著促进作用。     

Attachment comes of age: adolescents’ narrative coherence and reflective functioning predict well-being in emerging adulthood

ABSTRACT

This study investigated the effects of adolescents’ attachment security and reflective functioning (RF) (assessed by the adult attachment interview [AAI]) in the prediction of well-being in adulthood. Adolescents (N = 79; M = 14.6 years old; SD = 3.5 years) completed the AAI at Time 1 (T1), which was subsequently coded for inferred attachment experiences, narrative coherence, and RF by three nonoverlapping teams of raters. Participants completed the Psychological General Well-being Index at T1 and 8 years later (Time 2, T2). Analyses showed that (a) both adolescent narrative coherence and RF were significant predictors of almost all indices of well-being at T2 in adulthood; (b) both narrative coherence and RF indirectly linked inferred loving parental care and T2 well-being; (c) when included in the same model, RF was a significant indirect effect linking inferred loving parental care and T2 well-being. These findings contribute to theory in suggesting that both RF and narrative coherence are predictive of subsequent psychological well-being and operate as links between inferred parental care and subsequent adjustment. Possible mechanisms underlying these findings are discussed.     

Resettling into a new life: Exploring aspects of acculturation that could enhance the mental health of young refugees resettled under the humanitarian programme

Globally, the exodus of individuals who have been forced to flee their home and seek refuge in countries of safety has led to a refugee crisis. The United Kingdom (UK) has engaged with the United Nations High Commissioner for Refugees (UNHCR) in playing a significant role in the long‐term resettlement of refugees, half of whom are children and young people. One initiative of such humanitarian resettlement is the Gateway Protection Programme (GPP). To date, there is a dearth of studies investigating aspects of acculturation that affect the mental health of young refugees resettled under the UNHCR humanitarian programme. This study aimed to explore aspects of acculturation that could enhance the mental health of GPP young refugees several years after resettlement. Using narrative research, a purposive sample of 31 GPP young refugees, who had a minimum of three‐year stay in the UK, were recruited from local refugee community organizations. Data were collected through a multi‐method design combining focus group discussions (FGDs) with visual arts‐based narrative research (VABNR) and analysed thematically. Three overarching themes emerged: People and places; Its nearly all new to me; and Finding self. This study contributes important knowledge regarding the mental well‐being of young people who have engaged in a resettlement programme and offers valuable information for policymakers and mental health professionals working with GPP young refugees.