Book sharing and reminiscing: Caregivers’ conversational style and children's language and literacy development in low-income Costa Rican families

Barboza, Ana María Carmiol; Sparks, Alison; Conejo, Lourdes

doi:10.1016/j.ecresq.2021.11.013

Cited by 7 publications

(1 citation statement)

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“…With the help of language, young children can gradually get to know themselves, others, and the external world, and their sociality can be developed in an orderly manner [4]. Language is a symbol of mental representation that, when understood and mastered by young children, can effectively promote and facilitate the development of their cognitive abilities [5][6]. Language has a dual meaning; it is both a condensed symbol and a social regulation, and thinking is sophisticatedly developed under the influence of this dual meaning of language.…”

Section: Introductionmentioning

confidence: 99%

Application of AMOS structural equation modeling in language teaching for young children

Sun,

Gao

2023

Applied Mathematics and Nonlinear Sciences

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This paper analyzes the factors affecting the development of language teaching in young children based on the five domains of language teaching in young children. Teachers’ teaching behaviors, kindergarten environmental language, and language activities were selected as the 3 dimensions of kindergarten language teaching organizational climate, and the relationship with the 3 dimensions of language teaching was defined. Based on the relationship definition, the initial hypothesis was set, and the AMOS structural equation model of the influence of kindergarten organizational climate on language teaching was constructed. The PLS and LISREL modeling methods of structural equation modeling were used to analyze the 3 dimensions influencing language teaching and learning of young children, and the factors influencing language teaching and learning of young children were analyzed in multiple clusters from different domains and class teaching sizes. There were significant differences in the standardized regression coefficients of the structural model for the five domains of instructional activities, i.e., X 2 / df = 1.68, df = 55, and p = 0.02. There were significant differences in the standardized regression coefficients of the structural model for class size, i.e., X 2 / df = 1.8903, df = 27, and p = 0.008.

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Section: Introductionmentioning

confidence: 99%