Cross‐situational variation on children's pretend play

Lyytinen, Paula

doi:10.1080/0300443951050105

Cited by 7 publications

(5 citation statements)

References 14 publications

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“…A general trend for both groups was that in the free play, children produced shorter utterances than reported by their parents. The reason may be that young children use more time in play situations to explore and handle toys rather than talk about them (Lyytinen, 1995;McCune-Nicolich & Fenson, 1984).…”

Section: Discussionmentioning

confidence: 99%

Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia

Lyytinen

2004

Applied Psycholinguistics

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The growth and predictive relations of early vocabulary and inflectional morphology were examined in children with (N=107) and without (N=93) familial risk for dyslexia. Children's receptive and expressive vocabulary and inflectional morphological skills were assessed longitudinally at 2, 2.5, 3.5, and 5 years by using a parent report tool (the MacArthur Communicative Development Inventory), measures from a spontaneous speech sample, and standardized tests. Children with and without familial risk for dyslexia did not differ from each other, either in expressive vocabulary or in composite scores of inflectional morphology at the age of 2 years. However, language skills indicated increasing group differences with age. Inflectional morphology showed differing predictive patterns for the at-risk group and their controls. Proficiency of inflections at 2 years significantly predicted 5-year-olds' language skills in the at-risk group. In contrast, for their age-matched controls inflections were not a significant predictor until the age of 3.5 years. Our findings suggest that children from families with dyslexia risk status and low inflectional skills at an early age are at higher risk for impairments in subsequent language development than are their age-matched controls.

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Section: Discussionmentioning

confidence: 99%

Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia

Lyytinen

2004

Applied Psycholinguistics

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“…The screening test used in the study was the 'Lene' test, which is a neurodevelopmental screening method for toddlers and preschool children and derives its name from the Finnish words Leikki-ikäisen lapsen (preschool child) and neurologinen: (neurological; Valtonen andMustonen 1999, Valtonen 2003). The Lene test consists of items targeted at different age groups, derived from various standardized tests (see Beery and Buctenika 1967, Michelson et al 1981, Korkman 1988, Ruoho 1990, Henderson and Sugden 1992, Korpilahti 1994, Lyytinen 1995, Willems and Evrard 1999. The Lene test for 4year-olds (Lene4) consists of tests in all the essential areas of neurological development (Table I).…”

Section: The Screening Testmentioning

confidence: 99%

Co-occurrence of developmental delays in a screening study of 4-year-old Finnish children

Valtonen¹,

Ahonen²,

Lyytinen³

et al. 2004

Dev Med Child Neurol

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The aim of this population study was to examine the severity and prevalence of co-occurring developmental delays in 4-year-old children, the rate of overlapping problems, and sex differences. A sample of 434 children (196 males, 238 females; mean age 4 years 3 months, SD 1 month) were administered the 'Lene' test: a comprehensive neurodevelopmental screening test. Results suggest that co-occurrence of attention-behavioural, motor-perceptual, and language delays occurring in school-aged children could already be detected at the age of 4 years. Isolated delays were usually mild, but co-occurring difficulties were mostly moderate or severe. Overlap between developmental delays depended on the severity of the problems. It emerged that males had more severe and more often co-occurring problems than females. Co-occurrence of developmental delays as a risk factor at the early stage of development is discussed.

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“…The children were administered the Lene test by paediatric nurses ( n =32) at age 4 and again at age 6 years at local child health care centres. The Lene takes about 30 to 45 minutes to administer and consists of items targeted at different age groups and drawn from various standardized tests 13–21 . The test–retest correlations and concurrent validity of the items were studied in small samples ( n =16–42).…”

Section: Methodsmentioning

confidence: 99%

“…The Lene takes about 30 to 45 minutes to administer and consists of items targeted at different age groups and drawn from various standardized tests. [13][14][15][16][17][18][19][20][21] The test-retest correlations and concurrent validity of the items were studied in small samples (n=16-42). The test-retest correlations were all within acceptable limits, with a mean correlation of 0.89.…”

Section: Screening Testmentioning

confidence: 99%

How does early developmental assessment predict academic and attentional–behavioural skills at group and individual levels?

Valtonen

Ahonen

Tolvanen

et al. 2009

Develop Med Child Neuro

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The main aim of the study was to explore the ability of a brief developmental assessment to predict teacher‐rated learning and attentional and behavioural skills in the first grade of school at both the group and individual levels. A sample of 394 children (181 males, 213 females) aged 4 years were followed to the age of 6 years, and 283 of the children (145 males, 138 females; mean age 7y 11 mo) were followed further to the first grade (age 7y) at school. The children were administered a brief but comprehensive developmental assessment (Lene – a neurodevelopmental screening method) at their local child health‐care centres at ages 4 and 6 years. In the first grade, teachers completed a detailed questionnaire (JLD Teacher Questionnaire) on the children’s (mean age 7y 11mo, SD 3.1mo, range 7y 3mo–8y 4mo) performance and behaviour. Structural equation modelling showed that no single developmental area predicted development during the follow‐up. Instead, a comprehensive developmental outcome at age 4 years significantly predicted skills in the first grade at the group level. Developmental status at age 4 and 6 years together explained 66% of the variance of academic skills and 40% of the variance of attentional and behavioural skills in the first grade. Age‐specific logistic regression analyses were constructed to produce the risk indices. At the individual level it was possible to reach acceptable levels of sensitivity and specificity for academic skills at age 4 and age 6 years. Identification of attentional and behavioural problems at the individual level was possible at age 6 years, but the number of false positives was high.

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Cross‐situational variation on children's pretend play

Cited by 7 publications

References 14 publications

Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia

Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia

Co-occurrence of developmental delays in a screening study of 4-year-old Finnish children

How does early developmental assessment predict academic and attentional–behavioural skills at group and individual levels?

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