Patterns of Multiple Risk Exposures for Low Receptive Vocabulary Growth 4-8 Years in the Longitudinal Study of Australian Children – Plos One

ABSTRACT Risk exposures and predictions of child development outcomes typically estimate the independent effects of individual exposures. As a rule though, children are not exposed piecemeal to individual or single risks but, rather, they are exposed to clusters of risk. Many of these clusters of risks are better thought of as comprising a developmental “circumstance” … [Read More] Patterns of Multiple Risk Exposures for Low Receptive Vocabulary Growth 4-8 Years in the Longitudinal Study of Australian Children – Plos One

Children’s Biological Givens, Stress Responses, Language and Cognitive Abilities and Family Background after Entering Kindergarten in Toddlerhood – Early Child Development and Care

ABSTRACT We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress regulation in early years. Participants were 129 … [Read More] Children’s Biological Givens, Stress Responses, Language and Cognitive Abilities and Family Background after Entering Kindergarten in Toddlerhood – Early Child Development and Care

Mathematics and Language: Individual and group differences in mathematical language skills in young children – Early Childhood Research Quarterly

Highlights Mathematical language is an understudied aspect of early numeracy development. Mathematical language accounts for significant variance in numeracy performance. Mathematical language is more proximal to numeracy skills than is general language. Parental education levels were related to children’s mathematical language. Development of mathematical language begins early—likely even before 3 years of age. ABSTRACT The … [Read More] Mathematics and Language: Individual and group differences in mathematical language skills in young children – Early Childhood Research Quarterly

E-Books in the Early Literacy Environment: Is there added value for vocabulary development? – Journal of Research in Childhood Education

ABSTRACT Using a theory of affordances, this study examines the introduction of e-books into the early literacy environment as resources that can increase children’s opportunity for learning vocabulary. Added value was observed under conditions of (1) book browsing, (2) instruction, and (3) a print-only condition. A total of 33 4-year-olds (18 boys, 15 girls) from … [Read More] E-Books in the Early Literacy Environment: Is there added value for vocabulary development? – Journal of Research in Childhood Education

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