Two-way and monolingual English immersion in preschool education: An experimental comparison

Barnett, W. Steven; Yarosz, Donald J.; Thomas, Jessica; Jung, Kwanghee; Blanco, Dulce María González

doi:10.1016/j.ecresq.2007.03.003

Cited by 244 publications

(190 citation statements)

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“…Effects of siblings have been demonstrated for both receptive and expressive language. [41][42][43] However, as our sample was linguistically diverse, there is evidence that receptive gains are observed before those of expressive gains in English language learners, 44,45 and receptive and expressive vocabulary are highly correlated (r = 0.83), 46 we examined receptive vocabulary only. All children in the study had a minimum of 1 older sibling.…”

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confidence: 98%

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Sibship size has been negatively associated with children' s language, cognitive, and academic outcomes. This phenomenon is often explained in terms of resource dilution, wherein more children in the home is associated with fewer parental resources allocated to each child. WHAT THIS STUDY ADDS:The current study identifies a moderator of this relationship. Specifically, if children' s next-inage older siblings exhibit high levels of cognitive sensitivity then sibship size is not significantly related to children' s vocabulary. abstract OBJECTIVES:The aim of the current study was to examine the relationship between sibship size and children' s vocabulary as a function of quality of sibling interactions. It was hypothesized that coming from a larger sibship (ie, 3+ children) would be related to lower receptive vocabulary in children. However, we expected this association to be moderated by the level of cognitive sensitivity shown by children' s next-in-age older siblings.METHODS: Data on 385 children (mean age = 3.15 years) and their nextin-age older siblings (mean age = 5.57 years) were collected and included demographic questionnaires, direct testing of children' s receptive vocabulary, and videos of mother-child and sibling interactions. Sibling dyads were taped engaging in a cooperative building task and tapes were coded for the amount of cognitive sensitivity the older sibling exhibited toward the younger sibling.RESULTS: Hierarchical regression analyses were conducted and showed an interaction between sibship size and sibling cognitive sensitivity in the prediction of children' s receptive vocabulary; children exposed to large sibships whose next-in-age older sibling exhibited higher levels of cognitive sensitivity were less likely to show low vocabulary skills when compared with those children exposed to large sibships whose siblings showed lower levels of cognitive sensitivity. CONCLUSIONS:Children who show sensitivity to the cognitive needs of their younger siblings provide a rich environment for language development. The negative impact of large sibships on language development is moderated by the presence of an older sibling who shows high cognitive sensitivity. Pediatrics 2014;133:e394-e401 AUTHORS:

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confidence: 98%

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

et al. 2014

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“…Relatives were most likely, and caregivers in centers least likely, to use the home language. Recent scholarship emphasizes the importance of at least some use of the home language in ECE programs (Barnett et al, 2007;Chang et al, 2007;Durán et al, 2010), and this is an important area for future research-to better understand the actual language experiences that DLL children are having across care settings and the associated child outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, language of instruction in ECE settings appears to play a role in outcomes for DLL children (Goldenberg et al, 2013). The use of the home language during interaction and instruction in child care contributes to DLLs' overall development (Barnett, Yarosz, Thomas, Jung, & Blanco, 2007;Chang et al, 2007;Durán, Roseth, & Hoffman, 2010). Thus, we also report on the languages used in the ECE settings for the DLL children.…”

Section: Quality Of Ece Programs and Language Of Instructionmentioning

confidence: 99%

Child Care Experiences Among Dual Language Learners in the United States

Espinosa

LaForett²,

Burchinal

et al. 2017

AERA Open

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Although quality center-based child care is helpful in promoting school readiness for dual language learners (DLLs), little is known about the nonparental child care that young DLL children experience. DLL status is often confounded with immigrant status, ethnicity, and poverty. Using nationally representative data from the Early Childhood Longitudinal Study–Birth Cohort, we examined child care experiences with repeated cross-sectional analyses at 9, 24, and 52 months for DLL and non-DLL children. After accounting for demographic and contextual factors, we found few differences in the quality and type of child care experienced by DLL children and children who hear only English in the home. Child care experiences were more related to country of origin, ethnicity, or immigrant status than DLL status. Nonparental caregivers were more likely to speak the child’s home language in home-based care than center care. Findings illustrate the importance of distinguishing among DLL status, socioeconomic status, ethnicity, country of origin, and immigrant status when considering the child care experiences of DLLs.

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“…Octavia'nın annesine benzer olarak, Amy'nin annesi kızını matematik alanında hem İngilizce hem de Çince desteklemeyi planlıyor. Bu tip bir çift dilli yaklaşımın çocukların akademik başarıları üzerinde olumlu etkilere sahip olduğu bilinmektedir (Barnett, Yarosz, Thomas, Jung, Blanco, 2007).…”

Section: Erken çOcukluk Döneminde Matematiğin öğRetildiği Ortamunclassified

Video-Cued Parental Dialogs: A Promising Venue for Exploring Early Childhood Mathematics

Karsli

Allexsaht‐Snider²

2015

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Öz Anahtar KelimelerBugüne kadar yapılmış olan araştırmalar küçük çocukların aile içerisinde gelişen matematiksel öğrenmeleri ve ailelerin küçük çocukların matematik eğitimine ilişkin fikirleri konusunda sınırlı bilgi sağlayabilmiştir. Küçük çocuklar için daha iyi matematik öğrenme olanakları araştırılırken, anne-babaların bu sürece ilişkin sahip oldukları potansiyeller görmezden gelinmektedir. Bu makalede paylaşılan çalışma çok sesli video-destekli görüşmeler eşliğinde anne-babaların dört veya beş yaşlarındaki çocuklarının okul dışında geliştirdikleri matematiksel öğrenmeleri ile ilgili fikirlerini açığa çıkarmış, özellikle ailelerin matematik kavramlarından sayı kavramı ve veri analizine dair olan gözlemlerini, matematiğin nasıl öğretilmesi gerektiğine dair fikirlerini ve matematik öğrenme ortamına dair endişelerini ortaya çıkarmıştır. Bu çalışmanın sonuçları göstermiştir ki annebabalar entelektüel birer kaynak olarak düşünüldüğü sürece ve anne-babalar ve öğretmenlerin bir araya gelerek çocukların okul içinde ve dışında matematik eğitimleri konusunda birbirleri ile bilgi alışverişi içerisinde olabilecekleri ortamlar yaratıldığı sürece, öğretmenlerin anne-babalar ile olan diyalogları matematik eğitimine dair uygulamalar için bilgi kaynağı olur. Anne-baba ve öğretmenler çocukların okul içinde ve dışında geliştirdikleri ve bu iki ortama da çift yönlü olarak taşıdıkları matematiksel uygulamaları birbirleri ile paylaştıkça, öğretmenler çocukların okul dışı tecrübeleri ve müfredat arasında daha güçlü bağlantılar kurar.

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Two-way and monolingual English immersion in preschool education: An experimental comparison

Cited by 244 publications

References 27 publications

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

Sibship Size, Sibling Cognitive Sensitivity, and Children’s Receptive Vocabulary

Child Care Experiences Among Dual Language Learners in the United States

Video-Cued Parental Dialogs: A Promising Venue for Exploring Early Childhood Mathematics

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