The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review

Washington-Nortey, Princess-Melissa; Zhang, Fa; Xu, Yaoying; Ruiz, Amber Brown; Chen, Chin-Chih; Spence, Christine

doi:10.1007/s10643-020-01126-5

Cited by 26 publications

(18 citation statements)

References 32 publications

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“…Additionally, if vocabulary is integral to forming adequate emotion knowledge, as our study suggests, we advise future research investigate populations with less proficiency, such as those who grow up in bilingual, non-English speaking, or low SES homes ( Hua and Wang, 2021 ). For these children, a clear link between language and social-emotional development has been demonstrated ( Washington-Nortey et al, 2022 ). We would also advocate for a more extensive assessment of the association between emotional competence and CI anger in children growing up with elevated cumulative risk factors in the home, including low SES.…”

Section: Discussionmentioning

confidence: 99%

Withdrawn Behavior in Preschool: Implications for Emotion Knowledge and Broader Emotional Competence

Clark

Locke²,

Baxendale³

et al. 2022

Front. Psychol.

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The present study investigated the respective roles of withdrawal, language, and context-inappropriate (CI) anger in the development of emotion knowledge (EK) among a subsample of 4 and 5 year-old preschoolers (n = 74). Measures included parent-reported withdrawn behavior, externalizing behavior, and CI anger, as well as child assessments of receptive language and EK. Ultimately, findings demonstrated that receptive language mediated the relationship between withdrawn behavior and situational EK. However, CI anger significantly interacted with receptive language, and, when incorporated into a second-stage moderated mediation analysis, moderate levels of CI anger rendered the indirect effect of withdrawn behavior on situational EK via receptive language insignificant. Cumulatively, these findings demonstrate a mechanism by which withdrawal may impact EK. They also indicate that such an effect may be attenuated in children with moderate levels of CI anger. Implications of these findings are discussed.

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Section: Discussionmentioning

confidence: 99%

Withdrawn Behavior in Preschool: Implications for Emotion Knowledge and Broader Emotional Competence

Clark

Locke²,

Baxendale³

et al. 2022

Front. Psychol.

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“…16 Due to the vital link be-tween non-cognitive and cognitive skills development (e.g., Cunha and Heckman, 2007), a positive effect on schooling outcomes is also plausible. In addition, more peer time could be beneficial for the language skills of children of immigrant ancestry (Washington-Nortey et al, 2020). On the other hand, considering self-control as a scarce resource (Baumeister and Alquist, 2009), adverse effects of ASC attendance on non-cognitive development are possible, especially for children with a predisposition for conduct or attention difficulties.…”

Section: Mechanismsmentioning

confidence: 99%

Heterogeneous Effects of After-School Care on Child Development

Schmitz¹

2022

SSRN Journal

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“…If the child has not mastered the mother tongue, this will negatively impact if the child is taught a new language, namely English. The reason is that children experience confusion in using vocabulary in communication (Washington-Nortey et al, 2020) , so the impact is a delay in language development (Panlilio & Jones, 2017). In addition, children's language development has the same effect on children's readiness to read (Stern et al, 2018;Aram et al, 2014;S.…”

Section: Internal Factorsmentioning

confidence: 99%

Readiness to Learn English for Early Childhood

Sumarni

Vianty

Andika

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Teachers need to understand the factors that influence the readiness of early childhood to learn their new language, especially English, to avoid inappropriate stimulation practices. This study aimed to examine early childhood English learning readiness factors based on relevant theories and research results. This research method was a qualitative literature review study. The literature review consists of 70 references related to the topic of early childhood English. This research method is a qualitative literature review study. As a result, children's readiness to learn is influenced by internal and external factors. Internal factors include cognitive abilities, mastery of the initial language, mastery of a new language, namely English, emotional maturity, and intrinsic motivation. At the same time, the external factors that influence include extrinsic motivation, family, social culture environment, and stimulation by playing.The novelty is to identify the influence of children's readiness factors in learning English both inside and outside the child. As a result, the teacher can consider the readiness of the child to avoid mistakes in introducing English as a new language for early childhood.

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The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review

Cited by 26 publications

References 32 publications

Withdrawn Behavior in Preschool: Implications for Emotion Knowledge and Broader Emotional Competence

Withdrawn Behavior in Preschool: Implications for Emotion Knowledge and Broader Emotional Competence

Heterogeneous Effects of After-School Care on Child Development

Readiness to Learn English for Early Childhood

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