Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning

Bird, Amy; Reese, Elaine; Schaughency, Elizabeth; Waldie, Karen; Atatoa-Carr, Polly; Morton, Susan; Grant, Cameron

doi:10.1016/j.ecresq.2023.10.001

Cited by 4 publications

(1 citation statement)

References 97 publications

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“…28 In the preschool phase (3-5 years), we will measure increases in English oral language (semantic, phonological, syntactic and pragmatic) and literacy (letter recognition, print concepts and writing) with the Teacher Rating of Oral Language and Literacy 29 and the adapted companion Parent Rating of Oral Language and Literacy. 30 Children's competence in producing words and phrases in te reo Māori will be measured via teacher and parent report. 31 We will measure increases in self-regulation outcomes from ages 3 to 5 with teacher and parent versions of the Child Behavior Rating Scale.…”

Section: Primarymentioning

confidence: 99%

Kia Tīmata Pai (Best Start): a study protocol for a cluster randomised trial with early childhood teachers to support children’s oral language and self-regulation development

Reese,

Kokaua,

Guiney

et al. 2023

BMJ Open

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IntroductionOral language skills are associated with children’s later self-regulation and academic skills; in turn, self-regulation in early childhood predicts successful functioning later in life. The primary objective of this study is to evaluate the separate and combined effectiveness of an oral language intervention (Enhancing Rich Conversations, ENRICH) and a self-regulation intervention (Enhancing Neurocognitive Growth with the Aid of Games and Exercise, ENGAGE) with early childhood teachers and parents for children’s oral language, self-regulation and academic functioning.Methods and analysisThe Kia Tīmata Pai (Best Start) study is a cluster randomised controlled trial with teachers and children in approximately 140 early childhood centres in New Zealand. Centres are randomly assigned to receive either oral language intervention only (ENRICH), self-regulation intervention only (ENGAGE), both interventions (ENRICH+ENGAGE) or an active control condition. Teachers’ and parents’ practices and children’s oral language and self-regulation development are assessed at baseline at age 1.5 years and approximately every 9 months to age 5, and academic performance at age 6. Teacher–child interactions will also be videotaped each year in a subset of the centres. Children’s brain and behaviour development and parent–child interactions will be assessed every 6 months to age 6 years in a subgroup of volunteers.Ethics and disseminationThe Kia Tīmata Pai trial and the two substudies (Video Project; Brain and Behaviour Development) have been approved by the University of Otago Human Ethics Committee (Health; H20/116), and reviewed for cultural responsiveness by: the Ngāi Tahu Research Committee (University of Otago), the Māori Advisory Group (University of Auckland, Liggins Institute) and an internal cultural advisory group. Results will be disseminated in international and national peer-reviewed academic journals and communicated to local, national and international organisations serving early childhood teachers, parents and young children. Data will be available via communication with the corresponding author.Trial registration numberACTRN12621000845831.

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Section: Primarymentioning

confidence: 99%

Kia Tīmata Pai (Best Start): a study protocol for a cluster randomised trial with early childhood teachers to support children’s oral language and self-regulation development

Reese,

Kokaua,

Guiney

et al. 2023

BMJ Open

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Cultural Perceptions of Language Development in a Population Sample of 54-Month-Old Children From Aotearoa New Zealand

Newbury,

White,

Meissel

et al. 2024

Am J Speech Lang Pathol

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Purpose: There is a dearth of information on cultural perceptions of children's language development for ethnic minorities in New Zealand to guide service provision. The current study explored differences across ethnicities in mothers' report of language concern and child language scores within a complex cultural, social, educational, and political context. Method: Data from the antenatal and 54-month waves of Growing Up in New Zealand were utilized. At the 54-month wave interviews, 5,053 mothers were asked if language concerns had been raised and to rate their child's main language proficiency along with other measures. Results: Logistic regression models (including influencing variables) indicated Chinese, Indian, and other Asian mothers were less likely to report language concern, whereas Māori, Pacific, other Asian, and Middle Eastern, Latin American, and African children were more likely to score low on the language measure. Higher maternal education was associated with higher child main language scores, but not with language concerns. Child multilingualism was not associated with low language scores, and these mothers were less likely to raise concern. Conclusions: This study demonstrated differences by ethnicity in mothers' language concern and child main language scores, which are likely to affect access to speech-language pathology services, as these typically rely on parent concern being expressed. Cultural bias in the language measure may also be present. Further research is needed to ask ethnic communities their views on culturally appropriate ways to identify children with communication needs and to develop culturally safe services.

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Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education

Chen,

Ren,

O’Neill

2024

Education Sciences

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Considering that early literacy (reading and writing) is critical for later literacy and academic success, this study investigated the social and contextual influences on the early and current literacy experiences of 70 preservice early childhood teachers in the United States through a questionnaire. Analyses of both quantitative and qualitative data revealed eight key findings: First, the strongest influence on these individuals’ early literacy development was parents, followed by teachers. Second, their current literacy experiences were shaped primarily by professors/academic work followed by self-motivation. Third, nearly half of the preservice teachers regarded themselves as average readers and writers. While the majority of them enjoyed reading and more than half also enjoyed writing, those who lacked such enjoyment provided various reasons, especially citing insufficient intrinsic motivation, limited time for reading, and inadequate writing skills or ideas. Fourth, most of them prioritized their literacy time to fulfill academic requirements. Fifth, most devoted a limited amount of time to literacy activities. Sixth, there was a relatively strong positive correlation between reading fluency and writing fluency. Seventh, a positive correlation was found between years in college and writing fluency. Eighth, there was a negative correlation between grade point average and time spent writing per week.

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Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning

Cited by 4 publications

References 97 publications

Kia Tīmata Pai (Best Start): a study protocol for a cluster randomised trial with early childhood teachers to support children’s oral language and self-regulation development

Kia Tīmata Pai (Best Start): a study protocol for a cluster randomised trial with early childhood teachers to support children’s oral language and self-regulation development

Cultural Perceptions of Language Development in a Population Sample of 54-Month-Old Children From Aotearoa New Zealand

Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education

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