Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

Nicolopoulou, Ageliki; Cortina, Kai S.; Ilgaz, Hande; Cates, Carolyn Brockmeyer; Sá, Aline Barbosa de

doi:10.1016/j.ecresq.2015.01.006

Cited by 136 publications

(89 citation statements)

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“…Ageliki Nicolopoulou of Lehigh University and her colleagues decided to evaluate it by introducing it into six Head Start classrooms serving three-and fouryear-olds and comparing the children with those in seven other classrooms. 32 Children who participated in Storytelling and Story Acting for one school year showed greater gains in storytelling and story comprehension, vocabulary, early literacy skills, and ability to pretend. Children who participated in telling and acting the most stories showed the greatest gains.…”

Section: University Of Michigan Researcher Susanmentioning

confidence: 99%

Reading and Language in the Early Grades

Snow¹,

Matthews²

2016

The Future of Children

114

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SummaryHow does literacy develop in children's early years, and what programs or practices promote adequate literacy for all children? These are the questions Catherine Snow and Timothy Matthews tackle in this article.Fundamental literacy skills can be grouped into two categories, Snow and Matthews write. The first category is constrained skills, which are readily teachable because they're finite: for example, the 26 letters of the alphabet, or a set of 20 to 30 common spelling rules. These skills have a ceiling; young children can and do achieve perfect performance.As they grow older, though, children need to understand words rarely encountered in spoken language and to integrate new information they encounter with relevant background information. Vocabulary and background knowledge are examples of unconstrained skillslarge domains of knowledge acquired gradually through experience. Unconstrained skills are particularly important for children's long-term literacy success (that is, success in outcomes measured after third grade). Compared to constrained skills, they're also more strongly predicted by children's social class or their parents' education, and more difficult to teach in the classroom. And because of their open-ended nature, unconstrained skills are also much harder to test for. Snow and Matthews write that a drop in literacy scores we see as US children move from elementary to middle school suggests that our schools may be focusing too much on constrained skills-and too little on unconstrained ones-in the early grades.The authors review promising programs and practices for enhancing both constrained and unconstrained skills, ranging from comprehensive school-improvement programs to efforts to improve curricula and teachers' professional development-although they note that vast differences in programs' scope, cost, targets, and theories of change make comparing them difficult. Another challenge is that it's hard to maintain quality and consistency when implementing complex programs over time. Snow and Matthews suggest that to improve young children's success with literacy, it might be better to introduce and evaluate promising practices that can be mixed and matched, rather than complex programs that are implemented as a package. www.futureofchildren.orgCatherine Snow is the Patricia Albjerg Graham Professor of Education and Timothy Matthews is an EdD candidate at the Harvard Graduate School of Education.Fred Morrison of the University of Michigan reviewed and critiqued a draft of this article.

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Section: University Of Michigan Researcher Susanmentioning

confidence: 99%

Reading and Language in the Early Grades

Snow¹,

Matthews²

2016

The Future of Children

114

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“…En conjunto, los resultados del presente trabajo proporcionan nueva evidencia que reafirma la relación bidireccional entre juego y lenguaje (Rosemberg, 2008) en general y entre juego y habilidades narrativas en particular (Galda, 1984;Nicolopoulou et al, 2015;Pellegrini, 1985a). Asimismo, aportan información relevante acerca de las características que asume la construcción del mundo ficcional del juego en poblaciones de habla hispana, a edades tempranas.…”

Section: Discussionunclassified

“…Dentro de esta línea, una serie de investigaciones atendieron a las relaciones entre el juego simbólico y el desarrollo de habilidades narrativas por parte de niños en edad preescolar (Fein, Ardila-Rein & Goth, 2000;Galda, 1984;Nicolopoulou, Schnabel Cortina, Ilgaz & Brockmeyer, 2015;Pellegrini, 1985a;Sachs, Goldman & Chaille, 1984). Estos trabajos pusieron de manifiesto la existencia de semejanzas entre el juego simbólico y la narrativa, tanto en su estructura como en el estilo de lenguaje empleado en ellos.…”

Section: Introductionunclassified

“…Dadas las semejanzas entre juego y narración, una serie de estudios (Nicolopoulou et al, 2006;Nicolopoulou et al, 2015;Pellegrini, 1984;Pellegrini & Galda, 1982) Por su parte, Pellegrini y Galda (1982) evaluaron la reconstrucción de un cuento por parte de niños preescolares y de segundo grado en tres condiciones -a partir de una situación de juego simbólico, de una conversación guiada por un adulto o de un dibujo-. Los resultados evidenciaron que para los niños de preescolar, la situación de juego simbólico fue el facilitador más eficaz para las diversas medidas de comprensión consideradas en el estudio.…”

Section: Introductionunclassified

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La construcción del “mundo de ficción” y de la trama narrativa en situaciones de juego simbólico en el hogar

Stein

Migdalek

2017

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La construcción del "mundo de ficción" y de la trama narrativa en situaciones de juego simbólico en el hogarResumen. Con la participación de niños de sectores medios de Argentina, se presenta un estudio longitudinal acerca de la construcción del mundo ficcional y de la trama narrativa en situaciones de juego. Investigaciones previas evidenciaron las relaciones entre el juego y las habilidades narrativas. Son escasos los estudios que analizaron los recursos que contribuyen a elaborar el mundo ficcional del juego, así como las características de su trama narrativa. Se analizaron 60 situaciones de juego simbólico en las que participaron 12 niños y sus madres cuando los primeros tenían 2.6 y 3.6 años. Los participantes emplean diversos recursos para la construcción del mundo ficcional. Se observaron variaciones longitudinales respecto del uso de enunciados metalúdicos, el tipo de mundo ficcional y la complejidad de la trama narrativa del juego.Palabras clave. Juego, lenguaje temprano, habilidades narrativas, estudio longitudinal.Abstract. The paper presents a longitudinal analysis of the construction of the fictional world and the narrative discourse in play situations registered in the homes of middle-income children from Argentina. Previous research has shown the relations between play and narrative abilities. There are few studies focused on the characteristics of the interaction and the language that contribute to the narrative represented in the play. Sixty play situations were analyzed and registered in the homes of 12 children when they were 2.6 and 3.6 years old respectively. The participants used several resources for the construction of the fictional world of the play. Longitudinal variations were observed regarding the use of metaplay utterances, the types of fictional worlds constructed and the complexity of the narratives.

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“…Vygotsky (1934) had the idea that language becomes the dominant symbolic system between four and five years of age in structuring and mediatizing the development of skills, such as those in symbolic game. Kirkham, Stweart and Kidd (2013), Goncalves (2014) and Nicolopoulou et al (2015) agreed about this statement.…”

Section: Gamementioning

confidence: 91%

Study of the language from a sociocultural perspective

Rodríguez

Martinez

2017

ANF

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Estudo da linguagem a partir da perspectiva sociocultural Estudio del lenguaje desde una perspectiva sociocultural Received on April 22, 2017. Accepted on July 17, 2017Julián Alí Laboy Rodríguez** Puerto Rico José Antonio Maldonado Martínez*** Puerto Rico AbstractObjetive: this paper aims to determine the contributions of recent research on language from a sociocultural perspective. Methodology: a thematic content analysis was performed based on preestablished categories: internal language, teaching types, bilingualism, and other emerging categories: games and practical participation. Psych Info, EBSCO, JSTOR and RedALyC were the sources of information and 38 published research articles were selected from indexed journals since 2010. Results: from the sociocultural perspective, it was evident that, these studies contribute to a diversity of issues related to language, such as: practical participation, the process of change from a guided to an internal language, the 18 learning a second language. Conclusions: it is concluded that some topics will seem to be studied in abundance but not from a Sociocultural Theory perspective. The human being is a product of different social, cultural and individual contexts; thus, there will always be different approaches to address issues related to language. ResumoObjetivo: determinar as contribuições de pesquisas recentes sobre a linguagem a partir da perspectiva sociocultural. Metodologia: uma análise de conteúdo temática foi realizada com base em categorias pré-estabelecidas: linguagem interna, tipos de educação, bilinguismo, e outras de caráter emergente: jogo e participação na prática. As bases de dados que foram utilizadas para a busca foram Psych Info, EBSCO, JSTOR e RedALyC. Foram selecionadas 38 pesquisas publicadas em revistas indexadas desde 2010. Resultados: evidenciou-se que, desde a perspectiva sociocultural, os estudos fornecem uma variedade de temas relacionados à linguagem, como a participação na prática, o processo de mudança de uma linguagem dirigida a uma interna, a importância do jogo no desenvolvimento, benefícios do ensino explícito e o impacto da aprendizagem de uma segunda língua. Conclusões: conclui-se que algumas questões parecem saturadas, mas uma teoria sociocultural apostaria a que na realidade isso é inverossímil. O ser humano é o resultado de diferentes contextos sociais, culturais e individuais, de modo que sempre existirão diferentes perspectivas para abordar questões relacionadas à linguagem. Palavras-chave:Linguagem; Abordagem Sociocultural; Efeitos. ResumenObjetivo: determinar los aportes de investigaciones recientes sobre el lenguaje desde la perspectiva sociocultural. Metodología: se realizó un análisis de contenido temático con base en categorías preestablecidas: lenguaje interno, tipos de enseñanza, bilingüismo, y otras de carácter emergente: juego y participación en práctica. Las bases de datos que se utilizaron para la búsqueda fueron Psych Info, EBSCO, JSTOR y RedALyC. Se seleccionaron 38 investigaciones publicadas en revistas indexad...

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Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

Cited by 136 publications

References 40 publications

Reading and Language in the Early Grades

Reading and Language in the Early Grades

La construcción del “mundo de ficción” y de la trama narrativa en situaciones de juego simbólico en el hogar

Study of the language from a sociocultural perspective

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