Does improving joint attention in low‐quality child‐care enhance language development?

Rudd, Loretta C.; Cain, David W.; Saxon, Terrill F.

doi:10.1080/03004430701536582

Cited by 20 publications

(12 citation statements)

References 42 publications

(42 reference statements)

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“…Our findings agree with the significant qualitative and quantitative research base, which demonstrates the benefits of educating parents on proper reading techniques and provides useful models for practitioners charged with improving childhood literacy and school readiness (Huebner, 2000;Phillips et al, 2008;Rudd et al, 2008;Sénéchal, 2006). They also offer clear evidence that appropriately designed interventions can promote an increase in the amount of time parents spend reading with their preschoolers.…”

Section: Discussion and Review Implicationssupporting

confidence: 90%

Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review

Sloat

Létourneau

Joschko

et al. 2014

Issues in Comprehensive Pediatric Nursing

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Research demonstrates that literacy and academic achievement are predicated on the emergent literacy knowledge and skills children acquire from birth up to 4 years of age. Parents are children's first and most important language and literacy teachers, yet not all parents have the capacity to establish an adequate early literacy foundation. Efforts to address this situation have resulted in numerous programs aimed at fostering emergent literacy development. This systematic review evaluates evidence on the effectiveness of parent-mediated interventions that increase the time parents spend reading with young children up to 4 years old. Four studies met inclusion criteria, reporting outcomes for 664 children. Three provided data for meta-analysis of effects on reading duration. The standardized mean difference in reading duration was 1.61 (95% CI, 1.03, 2.19 fixed-effect), favoring intervention over control. Results indicate that interventions aimed at increasing the amount of time parents spend reading interactively with their children yield positive results. Findings also demonstrate that pediatric primary care providers are well positioned to deliver reading promotion programs to parents and preschoolers. Issues Compr Pediatr NursDownloaded from informahealthcare.com by Northeastern University on 01/05/15 For personal use only. 2 E. Sloat et al. Issues Compr Pediatr Nurs Downloaded from informahealthcare.com by Northeastern University on 01/05/15 For personal use only. Receptive vocabulary: Int: 51.0 (SE 3.0) (P = 0.004) Con: 39.3 (SE 2.7) (P = 0.004) Figure 2. Details of studies included in systematic review.

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Section: Discussion and Review Implicationssupporting

confidence: 90%

Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review

Sloat

Létourneau

Joschko

et al. 2014

Issues in Comprehensive Pediatric Nursing

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“…In a recent study by Rudd et al (2008), it was found that caregivers of infants and toddlers could be trained through a 4-h professional development experience to engage in more frequent and better types of interactions with toddlers. However, the study found considerable variability in the caregivers' levels of implementation of the process.…”

Section: Coachingmentioning

confidence: 97%

Professional Development + Coaching = Enhanced Teaching: Increasing Usage of Math Mediated Language in Preschool Classrooms

Rudd

Lambert

Satterwhite

et al. 2009

Early Childhood Educ J

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In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators, this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators with 4-year degrees teaching in a university child development center participated in the study. The twice weekly classroom observations were analyzed for the use of math mediated language. Results indicate a 56% increase of math mediated language following the professional development; however, the greatest increase (39% increase over professional development condition) occurred during the side-by-side coaching phase of the treatment. These results corroborate previous findings that implementation of teaching strategies presented in professional development trainings can be enhanced by coaching teachers on the use of the strategies.

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“…Certainly, the ability to efficiently attend to both social cues and content being presented is a skill that successful learners exhibit [15,33]. Examining the potential role joint attention plays in the complex process of preschool learning is a logical extension of research with young children showing that individual differences in joint attention relate to both future language ability and social behavior [10,38,48,[54][55][56].…”

Section: Implications and Future Directionsmentioning

confidence: 99%

Joint Attention in Preschool Children: Is it a Meaningful Measure?

Sullivan

Mundy²,

Mastergeorge³

2015

Int J Sch Cog Psychol

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The goal of this study was to evaluate the degree to which measuring joint attention an aspect of social attention, is meaningful for the learning and development of preschool children. Joint attention refers to the executive capacity to coordinate visual attention with another person. This pivotal skill begins to develop from 6 to 18 months of age and continues to be refined and coordinated throughout individual developmental trajectories. In this study joint attention was measured in forty-three 4 to 5-year-olds asked to coordinate their attention with that of an unfamiliar adult during a social attention word learning task. The results revealed that there were individual differences in joint attention for children in this age group which suggests that this may be a meaningful construct to measure. These data contribute to a small but growing literature on the potential utility of joint attention theory and measurement in preschool aged children to further our understanding of social attention coordination in classroom contexts.

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Does improving joint attention in low‐quality child‐care enhance language development?

Cited by 20 publications

References 42 publications

Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review

Parent-Mediated Reading Interventions With Children Up To Four Years Old: A Systematic Review

Professional Development + Coaching = Enhanced Teaching: Increasing Usage of Math Mediated Language in Preschool Classrooms

Joint Attention in Preschool Children: Is it a Meaningful Measure?

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