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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Assessing the Relationship Between Adverse Childhood Experiences and Academic Performance: A Systematic Review ...
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Activity Structure in Preschool Classrooms and Children’s Language Change ...
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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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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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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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Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys
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In: Education Sciences; Volume 12; Issue 2; Pages: 143 (2022)
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Re-examining Writer’s Workshop for Emergent Writers in Kindergarten for the Inclusion of Developmentally Appropriate Practice
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In: Culminating Experience Projects (2022)
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Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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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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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Altersmischung als Herausforderung - Zusammenhänge von Krippenqualität und der Altersspanne der Gruppe
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 53-69 (2022)
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Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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Spelling Intervention Strategies: What Works Best?
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In: Theses/Capstones/Creative Projects (2022)
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Queer Synthetic Curriculum for the Chthulucene: Common Worlding Waste Pedagogies
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In: Catalyst: Feminism, Theory, Technoscience; Vol. 8 No. 1 (2022): Special Section: Global Fertility Chains and the Colonial Present of Assisted Reproductive Technologies ; 2380-3312 (2022)
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Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities
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In: Asian American Literature: Discourses & Pedagogies (2022)
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Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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The Literacies of Child-Led Research: Children Investigating and Acting on Their Worlds
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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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