Barbara Tizard's research while affiliated with University of London and other places
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Publications (44)
This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and...
An Everyday Learning Context: Making a Shopping ListLooking out of the WindowLiving with BabiesDiscussing past and Future EventsWatching TVDisputesWriting to Granny, and other ?Embedded Context? TasksSex-Role TeachingSpecial Characteristics of Home LearningOverview
Two Different WorldsNursery Teachers' Aims and CurriculumDiscipline at Nursery SchoolThe Amount of Staff-Child InteractionKeeping the Conversation GoingThe Teachers' Educational Methods: Asking QuestionsThe Children's Response to the TeachersCognitive Demands at HomeThe Teachers' Use of Language for Complex PurposesHow the Children Talked to the St...
Learning Through PlayLearning Through Imaginative PlayLearning Through Games with RulesGames for FunLearning Through Stories?Lessons?: Writing?Lessons?: Survival SkillsOverview
Children's QuestionsEpisodes of Persistent QuestioningMisunderstandings not DetectedMisunderstandings Detected but not ResolvedThe Concept of Intellectual SearchIntellectual Search: Struggling with Several Complex IdeasIntellectual Search: the Power of a Puzzling MindA new perspective on the Young Child's MindOverview
Selection of ChildrenRecording the ConversationsPresence of an ObserverWhen to RecordPreparing the TranscriptsThe nursery School SettingWhat was Left out of the TranscriptsWhat We Told the Teachers, Mothers and Children
The Home as a Learning EnvironmentThe Working-Class Home as a Learning EnvironmentThe Child as a ThinkerThe Nursery School as a Learning EnvironmentThe Working-Class Children at SchoolAssessing Children in Different ContextsHow Valid are our Findings?Implications for ParentsImplications for Nursery SchoolsThe Gap between Home and SchoolDo Parents N...
Attempting to Bridge the Gap: the Children's Attempts at SchoolThe Attempt by the School Staff to Bridge the GapCommunicating about School at HomeOverview: the Implications of the Home-School Gap
Keeping the Conversation Going: Working-Class ChildrenUse of Language for Complex PurposesWhy the Children Approached the StaffReferences to Home Life at SchoolWhy were the Working-Class Girls so Affected by School?The Teachers' Behaviour Towards the Working-Class GirlsDonna at SchoolOverview
Why Study Social Class?Social Class and Language DevelopmentHow We Selected our Social Class GroupsIs There a Social Class Difference in the Amount of Mother-Child Talk?Is There a Social Class Difference in the Use of Language?Is There a Social Class Difference in Explicitness?Is There a Social Class Difference in What is Talked About?Is There a So...
What do Young Children Learn at Home?Do working-class Children Suffer from Verbal Deprivation?How Competent are Children as Thinkers?How Different are Home and Nursery School?Our Study: Choices and DecisionsHow We Present Our Material
piecemeal fashion;nursery teachers;stereotypical view;inadequacies;working-class language
Summary Radio-recordings were made of the conversation of 30 girls, aged just under four, at school with their teachers and at home with their mothers. Half the girls were middle class and half working class. The frequency and type of question asked by the children and the frequency and type of answer given by the adults were analysed. Particular a...
Studies of the outcome of intercountry adoption are reviewed in the context of its history and politics. Intercountry adoption is a post-World War II phenomenon, and has become largely a service for childless couples in the West. Many Third World countries, and some Western social workers, are bitterly opposed to the practice, on both political and...
There is still much debate, particularly in North America, about whether teachers' expectations have an effect on pupils' achievement, and through which factors expectations might be mediated. This paper reports on associations between teachers' academic expectations at the beginning, and children's attainments at the end of the school year. The st...
The adolescents described in the preceding companion article (J. Child Psychol. Psychiat. 30, 53-75, 1989) had experienced multiple changing caregivers until at least 2 years old. Such maternal deprivation did not necessarily prevent them forming strong and lasting attachments to parents once placed in families, but whether such attachments develop...
A group of children raised in institutions until at least 2 years of age, then adopted or restored to a biological parent, have been followed longitudinally into mid-adolescence. No effect of early institutionalisation was found on IQ which depended largely on the type of family placement. Behavioural and emotional difficulties were more common in...
This paper is about the extent of children's reading related knowledge and associations with reading achievement at seven years. It presents results, from a major longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, on six measures of preschool reading related knowledge—word matching, concepts abou...
There have been very few systematic observation studies of children's behaviour in British infant schools. This paper provides a descriptive account of children's behaviour over the three years of their infant schooling, when aged five to seven years. The results come from a longitudinal study of children entering reception classes in 33 Inner Lond...
Parents and teachers have different perspectives on starting school. This adaptation of a paper presented to the British Psychological Society's London Conference, 1983 describes research funded by the ESRC as part of its grant to the Thomas Coram Research Unit. The study was carried out in Inner London Education Authority schools, and the authors...
Existing research evidence on the educational achievement of children from different ethnic groups begins when children are at junior school at seven years of age. These results are difficult to interpret without knowledge about educational achievement at the earliest stages of schooling. In this paper results are reported on the literacy and numer...
Thicker than Water? Adoption: Its Loyalties, Pitfalls and Joys. By Alice Heim. London: Secker and Warburg. 1983. Pp 211. £5.50. - Volume 144 Issue 4 - Barbara Tizard
SUMMARYA study was made of complex usages of language in the spontaneous conversation of 30 4-year-old girls, their mothers and their teachers, at home and at school. There were significant social class differences in frequency, but almost all the usages appeared in the talk of almost all the mothers and children at least once. The working class gi...
SUMMARYA study was made of the “cognitive demands” made of children during spontaneous conversations with their teachers at nursery school and their mothers at home. Social class differences were small compared with home/school differences. Teachers' talk contained a higher proportion of cognitive demands and “testing” demands than did mothers' tal...
SUMMARYA technique is described for radio-recording adult-child conversations at home and at nursery school, with an observer present to record the context. It was found that the amount of adult-child talk at school varied systematically over the four days, with the least amount of talk on the first day. At home there were no effects in the amount...
Fifty-one children who had spent their first 2–7 years in institutions, and who had been previously visited at the age of 41/2 years, were reassessed at the age of 8. Seven children had never left the institutions, the rest had been adopted, fostered, or restored to their biological parent. The children's behaviour during psychological testing was...
The free play of 109 children aged 3-4 was observed in 12 pre school centres, and assessed on a number of scales. Most of the play measures were found to be age related; the major sex differences in play were in the choice of play material and fantasy theme. There were correlations between some of the play measures and the children's unstandardised...
The free play of 109 children aged 3-4 was observed in 12 pre school centres and assessed according to a number of measures, in relation to the social class of the children and the educational orientation of the centre. Both effects were highly significant. The findings are discussed in relation to pre school educational practice.
The free play of 109 children aged 3–4 was observed in 12 pre-school centres, and assessed mi a number of scales. Most of the play measures were found to be age-related; the major sex differences in play were in the choice of play material and fantasy theme. There were correlations between some of the play measures and the children's unstandardised...
Staff were observed in pre-school centres with three different kinds of educational orientation, traditional free-play nursery schools, nursery schools which used a language teaching session and nurseries run on free-play lines but not staffed by teachers. Half of the centres selected contained predominantly working-class children, half predominant...
The behavioral problems and affectional relationships of 26 children aged 4 1/2, continuously reared in institutions since early infancy, were compared with those of 30 working class children living at home. Thirty nine children of the same age who had been adopted from an institution or restored to their mothers between the ages of 2 and 4 were al...
Sixty five children aged 4.5 yr who had spent their first 2-4 yr in institutions were tested, and an assessment was made of their behavior in the test situation. Twenty four of the children had been adopted and 15 restored to their natural mothers at a mean age of 3 yr; the remaining 26 were still in institutions. The mean WIPPSI IQs of all groups...
JENSEN has argued that the undoubted differences in mean IQ scores
between racial groups in the United States reflect differences in
genetic endowment. But a major problem in the interpretation of these
differences is the difficulty of studying environmental and genetic
effects separately. Each race tends to have, for historical reasons,
characteri...
Observational studies of 85 children aged 2-5 years were made in 13 residential nursery groups. The aim was to relate the language development of the children to the amount and quality of adult talk directed at them, and both these factors to the way in which the nursery was organized. No "institutional retardation" was found, and the mean test sco...
Describes methods for determining sidedness and eye dominance in infants under 12 wk. of age, in 2-5 yr. olds, and in Ss over 5 yr. of age. The effects of imitation on developing left or right handedness is discussed. Research is noted which indicates the deleterious effects of crossed dominance. It is suggested that those children and adults who a...
Citations
... Boys tended to come into conflict on issues related to physical materials and dominance tendencies like toys and other play materials, while among girls the main cause of conflict was relationship-related issues. These findings conflict with those by Ayas et al. (2010), Bonache et al. (2016) and Tizard et al. (1988), who found that boys engage more in conflicts than girls do, and the main reason for conflicts among boys and girls are the same. However, these findings concur with the ones by Shantz and Shantz (1985) who found that there was gender difference on causes of conflicts among children, whereby possessions caused more conflicts among boys and issues of friendship between young girls. ...
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... Three full-time teachers, among them Johnson, formed the school"s staff. Tuition fee was fifty dollars a month ( Forest, 1929;Johnson, 1922Johnson, , 1928aWestern Daily Press, 1929). Photographs in a number of articles and bulletins about nursery schools in the United States as well as photographs in Johnson"s own publications show the school"s playground on the roof of the West 13 th Street building (e.g., Barnard, 1926;Johnson, 1922Johnson, , 1924aJohnson, , 1925aJohnson, , 1928aJohnson, , 1930dJohnson,-e, 1931bNational Advisory Committee, 1934;Survey, 1926). ...
... Nevertheless, despite the great many adverse circumstances and risk factors present in the early histories of boys and girls in the child welfare system, the literature to date indicates that a high percentage of them recover well -physically, socioemotionally, and in terms of cognitive developmentand they usually adjust well to adoption or foster care placement (Jiménez & Palacios, 2008;Juffer & van IJzendoorn, 2009;Palacios, Román, & Camacho, 2011;Rutter & the ERA Study Team, 2010). Furthermore, numerous studies have observed that family foster care and adoption are linked to better adaptation and adjustment in boys and girls than institutional care placement, even when the youths begin with similar adversity levels (Juffer & van IJzendoorn, 2009;Palacios, 2003;Palacios, Moreno, & Román, 2013;Román, 2010;Tizard & Hodges, 1990). ...
... All of the aforementioned studies referred to cross-sectional findings, but there has been surprisingly little research concerning the longitudinal development of children's preschool activities over time. In an older study conducted by Blatchford et al. (1987), early literacy and early numeracy activities increased significantly across the time the children spent in preschool, whereas transitions, activities with sand and water, and routines decreased. ...
... Faced with such evidence, it becomes essential to understand the potential relations between academic performance and other factors. School performance is potentially infl uenced by several factors; this multifaceted conception of performance is supported by empirical corroboration from diverse research fi elds, including the investigation of cognitive abilities, cognitive and metacognitive strategies, motivation and meaning of the school learning, mental health, gender, homework routine, mothers' educational level, and readiness (Blatchford, Burke, Farquhar, Plewis, & Tizard, 1985;Boruchovitch, 1999; A. G. S. Capovilla & Dias, 2008;Capellini, Tonelotto, & Ciasca, 2004;Dell'Aglio & Hutz, 2004;Duncan et al., 2007;Holmes & Croll, 1989;Pastura, Mattos, & Araújo, 2005;Valenzuela, 2008). ...
... Reading the letters of the alphabet with easet Knowledge of the letters and the ability to name them rapidly are among the cognitive skills which are defined as positive factors for the development of reading (Foulin, 2005;Bowers & Newby-Clark, 2002). Letter identification has been recognised for decades as the skill most closely associated with reading success at age seven (Blatchford, Burke et al., 1987). At the start of primary education, knowledge of the letters of the alphabet is the first form of learning that links the written and spoken units of language. ...
Reference: PASEC 2019 study report in English
... Based on an examination of research on games that girls and boys design and on research on their play styles, and television and reading preferences, Subrahmanyam and Greenfield (1998) proposed that the Fashion Designer was successful because it contained features that fit in with girls' play and their tastes in reading and literature. In contrast to boys' pretend play, which tends to be based on fantasy, girls' pretend play tends to be based more on reality, involving themes with realistic±familiar characters (Tizard, Philips, & Plewis, 1976). Thus, by helping girls create outfits for Barbie, the computer became a creative tool that fits well with girls' preferences for more reality-based pretend play. ...
... Most of these children have experienced prenatal risk factors (low birth weight, prematurity, lack of medical care and/or exposure to drugs, alcohol, tobacco), as well as risk factors associated with institutional care (growth and developmental delays, medical problems and/or lack of individualized attention) (Gunnar, Bruce, & Grotevant, 2000;Jenista, 2000;Johnson, 2002;Miller, 2005a). As a consequence, internationally adopted children frequently experience a complex array of developmental, medical, and behavioral issues (Hjern, Lindblad, & Vinnerljung, 2002;Miller, 2005b;Rutter et al., 1999;Tizard, Cooperman, Joseph, & Tizard, 1972;Tizard & Hodges, 1978;Tizard & Joseph, 1970;Verhulst, Althaus, & Versluis-den Bieman, 1990a, 1990b, 1992Verhulst, Versluis-den Bieman, van der Ende, Berden, & Sanders-Woudstra, 1990;Versluis-den Bieman & Verhulst, 1995). Nevertheless, most of them exhibit remarkable catch-up growth and development within months after arriving home. ...
Reference: Child Maltreat-2007-Miller-378-80
... Similarly, it was in the same vein with Page et al. (2021), stating that school requires support from various stakeholders in conducting long-distance learning, such as parents' involvement and shared feelings. Other findings were that teachers had difficulty in realizing collaboration with parents.It was because teachers and parents had different points of view in understanding students' education at school (Farquhar et al., 1985).In detail, teachers were difficult to freely interact with parents, though there were communication media, such as WhatsApp. The communication media only transferred teachers' messages via text, voice, or audio-visual. ...
... They carry the infant while working, stay close to the home or entrust care of the child to other people -usually close kin (Dahlberg, 1981;Oakley, 1974a;Schapera, 1971). Among many peoples sharing care appears to occur earlier, more frequently and for more extended periods than is generally the case in Britain (Dunn and Kendrick, 1982;Tizard and Tizard, 1971). Such patterns were apparently also more prevalent in Europe in the Middle . ...
Reference: Sharing Child Care in Early Parenthood
