Listening in Early Childhood: An Interdisciplinary Review of the Literature
ABSTRACT Three general purposes of research in human development are to explain, predict, and modify behavior. Studies of listening during early childhood (birth through age eight) are of particular significance to the field because they enable researchers to describe listening processes from their very origins (explain), they demonstrate the effects of early listening experiences on later experiences (predict), and they offer practical guidance to adults who are committed to exerting a positive influence on the listening habits of the very young (modify). To those ends, this interdisciplinary review examines six different strands in the research literature: (1) listening research with infants and toddlers, (2) evidence for a listening/literacy connection, (3) the link between listening and socio-emotional development, (4) the listening needs of special populations, (5) studies of classrooms as environments for listening, and (6) curriculum issues in basic and higher education. The article concludes with a philosophical stance that holds the greatest promise for supporting young children's growth as listeners.
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ABSTRACT: This article reviews findings from scientific research that has been conducted in the United States since 1980 on the educational outcomes of English language learners (ELLs). The studies selected for review here are a subset of a more com-prehensive body of research conducted during this period that is reported in Genesee, Lindholm-Leary, Saunders, and Christian (in press). Major findings on the oral language, literacy, and academic achievement of ELLs are discussed in 3 separate sections of this article, in addition to a discussion of the gaps and short-comings in current research in each domain. Recommendations for future research are also presented, including the need for sustained theory-driven research that ex-amines the longitudinal development of and influences of instruction on the oral language, literacy, and academic skills of diverse groups of ELLs across the K–12 span.Journal of Education for Students Placed at Risk (jespar). 01/2005; 10(4).
- Ear and Hearing - EAR HEARING. 01/1988; 9(4).
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ABSTRACT: The principal goal of this study was to understand how preschool children of ages four to five years acquire self-regulation. This study aimed to understand the essence of the experience for parents and educators of developmentally guiding children toward autonomous and socially competent self-regulating behaviors. Using a phenomenological research design to analyze multiple data sources including 200 pages of interview and focus group transcriptions from 12 parents and three educators, this study found: (1) there is a developmental trajectory for the acquisition of self-regulatory skills for children as well as their parents and educators, (2) synchronous adult-child affect has significant impact on a child’s ability to self-regulate, (3) parents and educators clearly articulated child centered and developmentally appropriate guidelines for nurturing self-regulation in preschool children, but they were surprised by the sophistication, duration, and reciprocity of growth that occurs in the acquisition of self-regulation of four and five year olds. The implications have a resounding influence on the future of education and include examining the development of self-regulatory skills for both the preschoolers, and parents/educators and how more synchronous adult-child affect can promote each child’s optimal readiness to learn.12/2007: pages 23-37;