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Dynamic functional brain network connectivity during pseudoword processing relates to children’s reading skill
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Oslo Early Education Study, study 2: Impact of a professional development intervention on the quality of caregiver–child interactions. ...
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Invented spelling intervention programmes: Comparing explicit and implicit instructions
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Using Peer-models and AAC to Increase Expressive Vocabulary in Preschool Children with Developmental Delays
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In: Electronic Theses and Dissertations (2022)
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Central American Parents’ Preferences for Content and Modality for a Family-Centered Intervention to Promote Healthful Energy Balance-Related Behaviors of Their Preschool-Age Children
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5080 (2022)
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School Readiness in 4-Year-Old Very Preterm Children
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In: Children; Volume 9; Issue 3; Pages: 323 (2022)
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| 7 |
Relationship between Dental Occlusion and Maximum Tongue Pressure in Preschool Children Aged 4–6 Years
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In: Children; Volume 9; Issue 2; Pages: 141 (2022)
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| 8 |
Early Critical Thinking in a Mandarin-Speaking Child: An Exploratory Case Study
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In: Education Sciences; Volume 12; Issue 2; Pages: 126 (2022)
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Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools
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In: Education Sciences; Volume 12; Issue 4; Pages: 284 (2022)
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INTERACTIVE GAMES IN THE PROCESS OF TEACHING ENGLISH IN EDUCATIONAL INSTITUTIONS ...
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INTERACTIVE GAMES IN THE PROCESS OF TEACHING ENGLISH IN EDUCATIONAL INSTITUTIONS ...
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Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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Abstract:
Technology has become an integral part of everyday life. Mobile media devices, in particular, are now an essential component of mainstream lifestyle, whereby adults rely on mobile devices not only to communicate, but also to carry out daily tasks, such as shopping and banking. In fact, 91 percent of adults report that they have at least one mobile device at home (Rideout & Katz, 2016) and 98 percent of families with children between 0- and 8-years old report having a mobile device in the home. The increased exposure to screens raises many questions as to its role in children’s everyday home environment and what effect this increase may have on children’s language and literacy development. In this dissertation, I explore the relationship between mobile screen media use and children’s early language and literacy skills in two studies. Using multiple regression analysis, Chapter 1 explores the relationship between children’s touch screen use at home and their early language and literacy skills using data from the Early Learning Study (ELS). It compares the relationship between screen media use and language and literacy skills between families in high- and low-income households and how the relationship may vary with other child and family demographics. Results suggest that any associations between mobile screen media and language and literacy development may not be explained by quantity of use, but rather quality and nature of use. Chapter 2 examines and classifies how parents and children in low- and middle-income households interact with e-books on a device. Using qualitative methods, interactions between parents and children around e-books were coded along dimensions of engagement, collaboration, and the type and quality of talk. Results show that there are distinct profiles of parent interactions when using e-books with their children that can inform the design of interventions seeking to support the quality of parent-child interactions. Together, these two studies help increase our knowledge about the role mobile media is playing in children’s lives. In turn, in Chapter 3, I propose a set of lessons digital media developers can learn from this dissertation work. I discuss recommendations that aim to improve the design of educational apps to provide feedback, scaffolding, and social interactions that will boost children’s learning. Together, these three chapters work to advance a research agenda focused on supporting child interactions with mobile digital media.
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Keyword:
Developmental psychology; digital media; Early childhood education; Educational technology; home literacy environment; language development; literacy development; preschool children
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37371189
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Implicit Learning in Preschoolers with Developmental Language Disorder
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In: Student Research Symposium (2022)
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| 14 |
Early Numeracy Assessment In French preschool: structural analysis and links with children’s characteristics
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In: ISSN: 0966-9760 ; EISSN: 1469-8463 ; International Journal of Early Years Education ; https://hal.archives-ouvertes.fr/hal-03405217 ; International Journal of Early Years Education, Taylor & Francis (Routledge), In press, pp.1-18. ⟨10.1080/09669760.2021.1938518⟩ (2021)
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| 15 |
Emerging themes in the development of prospective memory during childhood
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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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Динамика рассказов детей-билингвов: проблемы и практика ... : Dynamics of Stories of Bilingual Children: Problems and Practice ...
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| 18 |
Влияние образовательной среды на речевое развитие дошкольников ... : Impact of the Educational Environment in the Speech Development of Preschool Children ...
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Η συμβολή του παραμυθιού στην κατάκτηση του γλωσσικού γραμματισμού στη διδασκαλία της ελληνικής γλώσσας ως δεύτερης σε παιδιά προσχολικής ηλικίας ...
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Международный опыт изучения нарративов у детей дошкольного возраста ... : International Experience in the Study of Narratives in Preschool Children ...
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