Self-directed learning by preschoolers in a naturalistic overhearing context

Foushee, Ruthe; Srinivasan, Mahesh; Xu, Fei

doi:10.1016/j.cognition.2020.104415

Cited by 22 publications

(25 citation statements)

References 85 publications

(137 reference statements)

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“…For instance, toddlers with ASD ) and without ASD (e.g. Akhtar 2005, Akhtar et al 2001, Fitch et al 2020, Foushee et al 2021) can learn novel nouns labeling objects by overhearing an interaction in which they are not a participant. Typically developing children can also attend to others' conversations to extract the syntactic contexts in which novel verbs are used and in turn infer the verbs' meanings (e.g.…”

mentioning

confidence: 99%

Moving beyond binaries: Appreciating the complexities of autism and language learning (Response to Kissine)

Arunachalam¹,

Artis²,

Luyster³

2021

Language

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We discuss three points relevant to Kissine's (2021) target article on autism spectrum disorder (ASD) and its implications for theories of language acquisition. First, we argue that individuals with ASD do have social communication abilities and that these are linked to their language abilities; therefore, ASD does not provide evidence that language competence and language use are dissociable. Second, we argue that typically developing children show remarkable abilities to learn new words in noninteractive situations, and thus these abilities are not unique to ASD. Third, we point out that even noninteractive situations can serve as models for, and can implicate, children's social communication abilities. In sum, we agree with Kissine that children (with and without ASD) are skilled language learners, able to take diverse paths to learning and to benefit from many different kinds of learning situations. However, as to whether these abilities in themselves demonstrate a threat to constructionist approaches to language acquisition, we do not think that Kissine has accrued a compelling case.

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confidence: 99%

Moving beyond binaries: Appreciating the complexities of autism and language learning (Response to Kissine)

Arunachalam¹,

Artis²,

Luyster³

2021

Language

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“…According to the findings, the older children showed outstanding self-directed learning. This statement is supported by Foushee et al, where self-directed learning happens when children can use their information and be independent in tasks (Foushee et al, 2021). Thus, the instructors would help manage the older children to complete the job and give more attention to teaching the younger children.…”

Section: Learning Abilitiesmentioning

confidence: 85%

A Case Study of Drama Education for Indigenous Children in The Alternative Classroom

Samat¹,

Baharuddin²,

Bunari³

2022

IJARBSS

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The alternative classroom has recently attracted much attention as it can engage and encourage children while teaching them life skills. This study briefly investigated the impact of drama lessons on the growth of indigenous students in one of West Malaysia's orang Asli communities. It is essential in widening the option of teaching approach because it would enable educators and indigenous students to learn more about drama as an alternative approach to learning. Through drama education, the children would also be introduced to various learning experiences and classroom settings. This paper investigates how drama is used as a method in the alternative classroom for indigenous children. It hopes to prove that children will be interested in learning and be able to develop their social skills if given more opportunities. In the qualitative study, the instruments employed to investigate what transpired throughout the activities were observation and interviews. Findings of this research reveals positive outcomes of drama, categorised into learning from real-life situations. It also highlights the use of drama to improve the children's non-verbal communication. The findings can be used as a guideline for practitioners to get a general overview of how drama can be used as a teaching approach in the alternative classroom and could be a discovery for the curriculum planner to implement drama for both formal and informal learning. This study could be complemented by future research on the challenges involved in teaching drama to indigenous children. Other than this, observation periods should be longer and more frequent because social and educational progress takes time to develop. Finally, future researchers may need to think about using alternative drama strategies that would fit the children's abilities.

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“…CDL A is associated with earlier and cumulatively larger gains in vocabulary and speed of word recognition, and has implications for aspects of syntactic development (e.g., Bates & Goodman, 1999;Frank et al, 2021). That said, other sources of input (e.g., observable talk between others) likely contribute significantly beyond vocabulary (e.g., Benigno et al, 2007;Foushee et al, 2021;Oshima-Takane, 1988;Schick et al, 2022).…”

Section: Sources Of Inputmentioning

confidence: 99%

Learning language in vivo

Casillas

2022

Child Dev Perspectives

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In this article, I advocate for an enriched view of children's linguistic input, with the aim of building sustainable and tangible links between theoretical models of language development and families' everyday experiences. Children's language experiences constrain theoretical models in ways that may illuminate universal learning biases. However, more than that, these experiences provide a staggering array of test cases and demonstrate the stage‐setting effects of situational, familial, and societal context on language use and uptake. Centering on activity type as an entry point into context, I outline an approach—which I refer to as language in vivo—that draws on both big‐ and small‐data methods to generate grounded, informative, and representative descriptions of children's input. Minimally, this approach complements recent work that uses more bundled input measures. Maximally, an in vivo approach could inspire new questions, insights, and innovations to broaden the coverage and application of theoretical models to individual communities and families.

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Self-directed learning by preschoolers in a naturalistic overhearing context

Cited by 22 publications

References 85 publications

Moving beyond binaries: Appreciating the complexities of autism and language learning (Response to Kissine)

Moving beyond binaries: Appreciating the complexities of autism and language learning (Response to Kissine)

A Case Study of Drama Education for Indigenous Children in The Alternative Classroom

Learning language in vivo

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