The Influence of Internal and External Learning Motivation of 4-year-old Children on Reading Behaviors of Wordless Picture Books: Moderating Effect of Cooperative and Competitive Context

2020 ◽  
Vol 21 (2) ◽  
pp. 35-57 ◽  
Author(s):  
Ji-Su Choi ◽  
Na-Ya Choi
Keyword(s):  
Picture Books ◽  
Moderating Effect ◽  
Learning Motivation ◽  
Reading Behaviors ◽  
Wordless Picture Books ◽  
External Learning

Beyond the written word: The role of text on preschool teachers’ book sharing styles

2021 ◽  
pp. 146879842098516
Author(s):  
Adina R Schick ◽  
Lauren Scarola ◽  
Silvia Niño ◽  
Gigliana Melzi
Keyword(s):  
Language Learners ◽  
Picture Books ◽  
Dual Language ◽  
Preschool Teachers ◽  
Literacy Skill ◽  
Dual Language Learners ◽  
Language And Literacy ◽  
Literacy Skill Development ◽  
Wordless Picture Books ◽  
Book Sharing

Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

scholarly journals Generic and Specific Numeral Classifier Input and its Relation to Children’s Classifier and Number Learning

2015 ◽  
Vol 19 (2) ◽  
pp. 101-127
Author(s):  
Natsuki Atagi ◽  
Catherine M. Sandhofer
Keyword(s):  
Picture Books ◽  
Numeral Classifiers ◽  
Developmental Context ◽  
Counting Task ◽  
Numerical Development ◽  
Language And Cognition ◽  
Language Input ◽  
Wordless Picture Books ◽  
Numeral Classifier

Abstract In Japanese, numeral classifiers-or measure words-co-occur with numbers in counting phrases. Th e present study characterized parent numeral classifier use and its relation to children’s classifier acquisition and number learning. Twenty-four Japanese-speaking parents and their two- to six-year-old children viewed and talked about two wordless picture books about counting to each other. Children also participated in a Counting task and Give-N task. Results revealed (1) parents’ classifier use changed in relation to children’s age and classifier use, and (2) parents’ increased use of specific classifiers was uniquely associated with children’s number understanding. These results suggest that aspects of children’s language and numerical development are related to parents’ language input, demonstrating the importance of examining the relation between language and cognition in a developmental context.

scholarly journals Linking job dissatisfaction, learning motivation, creative work involvement, and proactive personality

2019 ◽  
Vol 17 (1) ◽  
pp. 32-41
Author(s):  
Nikodemus Hans Setiadi Wijaya
Keyword(s):  
Research Data ◽  
Proactive Personality ◽  
Moderating Effect ◽  
Learning Motivation ◽  
Job Dissatisfaction ◽  
Creative Work ◽  
Work Involvement ◽  
Negative Impacts ◽  
The Relationship ◽  
Positive Impacts

This study examines the links among job dissatisfaction, intrinsic and extrinsic learning motivation, and creative work involvement (CWI). It also investigates the moderating effect of proactive personality. The research data were obtained from two surveys conducted four months apart involving 271 employees. Negative impacts of job dissatisfaction on (1) intrinsic learning motivation and (2) CWI were discovered. Positive impacts of both intrinsic and extrinsic learning motivation on CWI were found. Intrinsic learning motivation mediated the relationship between job dissatisfaction and CWI. In addition, proactive personality played moderating roles in the relationships between job dissatisfaction and (1) intrinsic learning motivation, extrinsic learning motivation and (2) CWI.

Sign in / Sign up

Export Citation Format

Share Document