Instructional and emotional quality of parent-child book reading and early Head Start children's learning outcomes

Child-directed speech (CDS), which can help children learn new words, has been rigorously studied among infants and parents in home settings. Yet, far less is known about the CDS that teachers use in classrooms with toddlers and children’s responses, an important question because many toddlers, particularly in high-need communities, attend group-care settings. This exploratory study examines the linguistic environment during teacher-led book readings in American Early Head Start classrooms serving 2-year-olds from households in poverty. Seven teachers in four classrooms were trained to emphasize target words while reading story and informational books. We first analyzed the nature and quality of their book readings from a macro-level, exploring global instructional quality [Classroom Assessment Scoring System (CLASS)] and linguistic complexity [i.e., diversity of vocabulary (D) and sophistication of syntax (MLU-w)], and we also examined micro-level teacher-child talk strategies and use of target words. Compared to prior research, these classrooms had similar global quality and syntactic complexity, although less lexical diversity. Exploratory results also revealed three distinct teacher talk patterns—teachers who emphasized (1) comments, (2) questions, and (3) a balance of the two. Question-focused teachers had more adult and child talk during reading, as well as more repetitions of target words, and stronger CLASS Engaged Support for Learning. However, comment-focused teachers used more diverse vocabulary and had stronger CLASS Emotional and Behavioral Support. Results illuminate the nature and quality of CDS in toddler classrooms, particularly in the context of an intervention emphasizing target vocabulary words, and highlight applications for professional development and questions for further research.

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Household's use of cooking gas and Children's learning outcomes in rural Ghana

Energy Economics ◽

10.1016/j.eneco.2021.105617 ◽

2021 ◽

pp. 105617

Author(s):

Raymond Boadi Frempong ◽

Emmanuel Orkoh ◽

Raymond Elikplim Kofinti

Keyword(s):

Learning Outcomes ◽

Rural Ghana ◽

Children’S Learning ◽

Children's Learning

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Pengaruh Perhatian Orang Tua terhadap Hasil Belajar PAI Siswa Kelas VII:

Reslaj : Religion Education Social Laa Roiba Journal ◽

10.47467/reslaj.v3i1.288 ◽

2021 ◽

Vol 3 (1) ◽

pp. 81-101

Author(s):

Arman Paramansyah ◽

Ade Irvi Nurul Husna ◽

Ernawati Ernawati

Keyword(s):

Data Analysis ◽

Data Collection ◽

Learning Outcomes ◽

Significant Influence ◽

Student Learning Outcomes ◽

Learning Activities ◽

Islamic Education ◽

Average Value ◽

Children’S Learning ◽

Children's Learning

This research was conducted to answer the problem, first, how is the level of parental attention to learning outcomes. second, how are the student learning outcomes in Islamic Education subjects, research uses descriptive quantitative, namely the method used to research on certain populations and samples, data collection uses research instruments, data analysis is quantitative / statistical, with the aim of testing predetermined hypotheses. The results of the analysis on parental attention to learning outcomes, it can be concluded that parental attention has a positive and significant effect on learning outcomes, amounting to 0.507. And learning outcomes are perceived as Good (B) with an average value of 4.02. The most dominant indicator of learning outcomes is (Report) with an average value of 4.14, which means that there is a positive and significant influence between parents' attention to learning outcomes. Based on these findings, it is suggested that schools pay more attention to parents by always paying attention to their parents. socializing to urge parents to be able to continue and increase their attention to children's learning activities, both in terms of providing guidance, advice, encouragement, supervision, and equipment for children's learning facilities, as well as fostering a harmonious relationship with their children, so that children will be motivated and able to improve learning outcomes

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The Impact of a CNS Tumor on Children’s Learning and Quality of Life

Children With Cancer ◽

10.4324/9781410609922-17 ◽

2004 ◽

pp. 140-150

Keyword(s):

Quality Of Life ◽

Cns Tumor ◽

Children’S Learning ◽

The Impact ◽

Children's Learning

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Short-term test–retest reliability and continuity of emotional availability in parent–child dyads

International Journal of Behavioral Development ◽

10.1177/0165025419830256 ◽

2019 ◽

Vol 43 (3) ◽

pp. 271-277

Author(s):

Joyce J. Endendijk ◽

Marleen G. Groeneveld ◽

Maja Deković ◽

Carlijn van den Boomen

Keyword(s):

Emotional Availability ◽

Free Play ◽

Book Reading ◽

Short Term ◽

Retest Reliability ◽

Child Involvement ◽

Parenting Dimensions ◽

Test Retest Reliability ◽

Parent Child

The emotional availability scales (EAS), 4th edition, are widely used in research and clinical practice to assess the quality of parent–child interaction. This study examined the short-term reliability and continuity of the EAS (4th ed.) assessed in two similar observational contexts over a one-week interval. Sixty-two Dutch parents (85% mothers) and their 9- to 12-month-old infants ( Mage = 10.07 months, SD = 0.47, 53% boys) were videotaped twice while they interacted with each other during several tasks (free play, structured play, book reading, toys taken away). The videotapes were coded with the EAS 4th edition by two reliable coders. Moderate to strong test–retest reliability was found for the three EA parent-dimensions: sensitivity, structuring, and nonintrusiveness. Child involvement was not reliable over a one-week period, and child responsiveness could only be reliably assessed in boys. Test–retest reliability of structuring was also higher for boys than for girls. Regarding continuity, mean levels of sensitivity, structuring, nonintrusiveness, and involvement did not change over a one-week interval, but responsiveness increased for girls only. Thus, the parenting dimensions of the 4th edition of the EAS reflect stable and consistent characteristics of the parent–child dyad on the short term, but the child measures do not.

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Parents and Mathematical Games

The Arithmetic Teacher ◽

10.5951/at.38.7.0014 ◽

1991 ◽

Vol 38 (7) ◽

pp. 14-16

Author(s):

Owen Tregaskis

Keyword(s):

Children’S Learning ◽

The One ◽

Technological World ◽

Work Done ◽

Children's Learning ◽

At Home

In an increasingly technological world, parents are becoming more worried about the quality of children's learning of mathematics. Many parents become concerned about their own child's learning and visit the school to discuss the problem with the child's teacher. The result of this discussion is usually that the teacher confirms the parents' anxiety but offers few specific suggetions. If any help is offered. the parents are a ked to make the child practice more of the type of work done in school. This practice is often pitched at such a level that the parent have to do some teaching. At this juncture either the parent become confused because they do not know the method used in school or the child become confused because he or she is taught at home a method different from the one taught in school.

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