The effect of foreign language acquisition on preschool children’s self-regulation and social skills

Uslu, Banu

doi:10.1080/1350293x.2020.1783928

Cited by 2 publications

(2 citation statements)

References 23 publications

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“…The child benefits may therefore not be domain-specific to the content (e.g. Uslu 2020). Thus, teacher characteristics, the quality of the teacherchild relationship and the scaffolding topic need investigation in order to detect how the scaffolding practices can associate with mental health in ECEC.…”

Section: Practices and Mental Healthmentioning

confidence: 99%

Children’s temperament moderates the long-term effects of pedagogical practices in ECEC on children’s externalising problems

Wilhelmsen

Lekhal

Brandlistuen

et al. 2021

European Early Childhood Education Research Journal

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In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children's externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children's differences in emotional temperament. We used structural equation modelling to analyse data from 7421 children from the Norwegian Mother, Father and Child Cohort Study. Results indicated that more free play associated with less externalising problems in ECEC for children in general. For children with higher emotionality, more free play related to increased externalising problems in school. Scaffolding in ECEC was not associated with externalising problems, but moderated the longitudinal association of free play for children with higher emotionality. All children benefited from free play in ECEC for their concurrent mental health. However, for children with higher emotionality, more free play in ECEC might be a risk factor for reduced mental health in school, where there is less free play than in ECEC. More scaffolding in combination with free play in ECEC can reduce this risk. Further research should address the content of play and scaffolding practices in more detail.

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Section: Practices and Mental Healthmentioning

confidence: 99%

Children’s temperament moderates the long-term effects of pedagogical practices in ECEC on children’s externalising problems

Wilhelmsen

Lekhal

Brandlistuen

et al. 2021

European Early Childhood Education Research Journal

View full text Add to dashboard Cite

show abstract

“…Studies have also identified specific cognitive advantages [ 5 ], although this work has been challenged [ 6 ] and more follow-up research is needed (see also [ 7 ]). There is now abundant evidence that bilingualism brings about a number of positive social advantages, such as peer cooperation, and the ability to understand information in multiple ways [ 8 , 9 ]. Perhaps unsurprisingly, learning and using an additional language has been shown to have an impact on the structure and function of the brain, including in regions involved in language, cognitive control, and the connections between them [ 10 , 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Age, Dosage, and Poverty on Second Language Learning through SparkLingTM in Infant Education Centers in Madrid, Spain

Ramírez

Sheth

Kuhl

2021

IJERPH

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The first 1000 days represent a unique window of opportunity for second language learning. In two recent studies we demonstrated that Spanish infants’ use of second-language (L2) English productive vocabulary and early utterances rapidly increased through the play-based, interactive and highly social SparkLingTM Intervention, which consists of an evidence-based method and curriculum stemming from decades of research on infant language development. Analyzing an expanded and more diverse sample of Spanish infants (n = 414; age 9–33 months) who received the SparkLingTM Intervention, this study examines the variability in L2 production, which was assessed via first-person LENA audio recordings. Infants’ age significantly and positively correlated with L2 production, demonstrating an advantage for older infants in the sample. While overall socioeconomic status (SES) was not related to L2 production, very young infants (under two years) who lived in high poverty homes showed faster increases in English production compared to peers who lived in moderate poverty homes. Infants’ attendance in the program (“dosage”) was also predictive of their L2 production outcomes. Infants across SES have the capacity to begin acquiring two languages in early education classrooms with SparkLingTM through one-hour/day sessions in social environments that engages them through frequent high-quality language input.

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The effect of foreign language acquisition on preschool children’s self-regulation and social skills

Cited by 2 publications

References 23 publications

Children’s temperament moderates the long-term effects of pedagogical practices in ECEC on children’s externalising problems

Children’s temperament moderates the long-term effects of pedagogical practices in ECEC on children’s externalising problems

The Effects of Age, Dosage, and Poverty on Second Language Learning through SparkLingTM in Infant Education Centers in Madrid, Spain

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