The Conference Programme Book

Transcription

Note! Few changes in the programme have occurred after printing the programme book. You can
find the corrections here in this online version marked with red colour. The changes will be
updated here throughout the conference. In addition, we will post all the changes in the
conference programme to the bulletin board near registration desk at Agora.
3rd Biennial EARLI Conference of
SIG 5 – Learning and Development in Early Childhood:
“Challenges for the Future in Early Childhood Education”
PROGRAMME
25th – 27th of August 2014
University of Jyväskylä, Finland
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Contents
Welcome to Jyväskylä! ....................................................................................................................................................................... 5
Conference Venue (Agora Building)........................................................................................................................................... 6
Practical Information and tips ...................................................................................................................................................... 8
Agora Building: 1st floor.................................................................................................................................................................. 9
Agora Building: 2nd floor ..............................................................................................................................................................10
Social Events ..........................................................................................................................................................................................11
Visits to Day Care Centres and Schools, Monday 25th of August .................................................................................11
Cruise with Conference Dinner, Monday 25th of August .................................................................................................12
The City of Jyväskylä Reception, Tuesday 26th of August ...............................................................................................13
Other suggested social events .....................................................................................................................................................14
The Alvar Aalto Museum ...............................................................................................................................................................14
Morning Jog for Early Risers, Wednesday 27th of August...............................................................................................14
Partners in Cooperation .................................................................................................................................................................15
Conference Programme ..................................................................................................................................................................16
Keynote Speakers ...............................................................................................................................................................................18
Keynote 1 .............................................................................................................................................................................................18
Keynote 2 .............................................................................................................................................................................................19
Keynote 3 .............................................................................................................................................................................................20
Invited Symposia.................................................................................................................................................................................21
Inivited symposium 1 .....................................................................................................................................................................21
Invited symposium 2.......................................................................................................................................................................22
Abstracts ..................................................................................................................................................................................................31
Monday 27th of August ..................................................................................................................................................................31
Tuesday 26th of August .................................................................................................................................................................69
Wednesday 27th of August ........................................................................................................................................................ 126
Author Index....................................................................................................................................................................................... 177
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Welcome to Jyväskylä!
Conference Venue (Agora Building)
With great pleasure we welcome you to the third Biennial EARLI SIG 5 Learning and Development in Early
Childhood Conference. The previous SIG 5 meetings in Lucerne, Switzerland in 2010, and Utrecht, the
Netherlands in 2012, have been highly successful, and have gathered an increasing number of researchers
and professionals. The current conference in Jyväskylä will bring together nearly 300 researchers from all
over the world interested in learning and development of children from birth to age 8.
The EARLI SIG 5 2014 conference will take place at the Agora (Ag)
building in Mattilanniemi (lakeside campus of the university of Jyväskylä
housing e.g., the Agora Center and Dept of Information Technology).
The theme of the conference is Challenges for the Future in Early Childhood Education. Although research
shows the importance of early experiences and the benefit of investing in early childhood education and
environments, one of the challenges is making an influence on the policy level to ensure sufficient and
increasing investment into children’s future in the current economic situation. The conference provides a
forum for researchers, practitioners and policy experts to explore and discuss on the effects of quality and
practices of early childhood education in different countries, and to address the role of parents, teachers
and peers in young children’s development and learning in the contexts of home, early childhood settings,
and school.
We are proud to present three keynote addresses by distinguished international scholars in the field and
two invited symposia along with close to 150 oral paper presentations and 35 poster presentations.
Moreover, five methodological workshops provide an opportunity learn about innovative and exciting
methods of data collection and analysis. The presentations cover early childhood development, care,
education and pedagogy as well as the role of home environment in child development and professional
development of kindergarten teachers and bring forth children’s voice concerning their own experiences.
The 2014 SIG 5 conference is jointly organized by the University of Jyväskylä (Faculty of Education and
Department of Psychology) and EARLI SIG 5. We thank all the presenters and their co-authors for
submitting their proposals of such a high quality, and we extend our warm thanks also to our sponsors and
collaborators. Additionally, a Post-conference on the theme of Response-to-Intervention (RTI) on 28th of
August is organized in good collaboration with the Department of Education (Special Needs Education) and
the Niilo Mäki Institute.
Address: Mattilanniemi 2, 40100 Jyväskylä, Finland
Please note that there will be another conference with almost the same name as our EARLI SIG 5 running
simultaneously in the Agora building on Tuesday 26th and Wednesday 27th: a conference on Special needs
exercise with the acronym ERLI. To make the coexistence of the two events as smooth as possible we have
established clear colors for the signs of each conference. Our EARLI SIG 5 Conference will be marked by the
blue signposts pointing the lecture rooms, auditoria and our own info desk. ERLI uses orange colouring.
How to reach Agora by foot – The conference site is within walking distance of the city centre (1,5km).
Map includes the straightest routes from city center to Agora (marked with red dotted line) and the safe
places to cross the highway either by using the overpasses or underpass (black dotted line).
Other means to reach Agora – The local bus (number 5) runs to Mattilanniemi (stop by Agora) from bus
stop 6 situated on Vapaudenkatu in the city center. Please note that the connections are not very frequent.
The one-way ticket costs 3,30 euros and is bought directly from the bus driver. If you wish to use a taxi,
please call +358 100 6900 or hop into one at a taxi stand (e.g. on Kauppakatu near the City Church or by the
Travel Center).
We hope that the third meeting of SIG 5 in Jyväskylä will be an inspiring one and will help to build
networks between researchers in early childhood.
Enjoy the beautiful city of Jyväskylä in the middle of Finland with its thousand lakes!
Marja-Kristiina Lerkkanen and Paul Leseman
SIG 5 coordinators
Jenni Salminen
SIG 5 Jure Assistant Coordinator
Local committee
Marja-Kristiina Lerkkanen, Helena Rasku-Puttonen, Anna-Maija Poikkeus, Maritta Hännikäinen, Timo
Ahonen, Jenni Salminen, Riikka Hirvonen, Eija Pakarinen, and Ritva Nikula
You can also find us in Facebook and on-line by following the conference Twitter!
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Practical Information and tips
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Open, free WLAN connection ’jyu-guest’ is available for your use at the Agora building. You don’t
need a separate password or user id.
There is also a computer class (‘Europe’ AgB113.1) on the first floor of Agora which will be
available for the conference delegates throughout the conference days. Please use the following
username and password to log in:
Username:
Agora11
Password:
.Earlisig5 (Note! The dot is also included in the password)
Lunch is included in the conference fee and it will be served at the student restaurant ‘Piato’ (first
floor of the Agora building). To receive the free lunch, please show your conference badge at the
cashier. The conference fee covers only the self-served lunch available at the buffet line (one main
course that you choose yourself) but not lunch options ordered from the wok or dessert coffee that
may be purchased separately.
Conference coffee, tea and light snacks will be served during the coffee breaks at the Agora foyer.
There will be several tables in the Agora foyer from which you can freely choose.
Tap water in Agora building and everywhere in Jyväskylä is good and safe to drink. We highly
recommend bringing a bottle along and filling it up!
You can also buy coffee, snacks and softdrinks from the cafe-restaurant ‘Piato’ in Agora during the
opening hours. The cafe-restaurant ‘Wilhelmiina’, located in the MaA building, provides similar
services.
The conference venue does not have a cash machine. The nearest cash machine is located at the
center of Jyväskylä. However, the restaurants accept also most credit cards.
If you need assistance or help in the issues relating to the conference always first contact the
registration desk, our conference volunteers are more than happy to help you.
o In case of an emergency or other issues demanding urgent attention during the
conference days, please call:
Jenni Salminen +358-40-8054032 or
Riikka Hirvonen +358-40-8054237
Maps of the Agora building on pages 7 and 8 will assist you in finding your way around the
conference venue.
Some minor changes may have taken place since printing this conference programme book. All
the changes will be posted on the bulletin board near the registration desk throughout the
conference and at the conference web pages: https://www.jyu.fi/edu/en/earli-sig52014/programme.
The bus number 5 runs from Mattilanniemi to city centre.
Local Taxi services (Operator):
+358 100 6900
Agora Building: 1st floor
Agora Building: 2nd floor
Note that halls on one side of the building are marked with the acronym AgC and those on the other side
with the acronym AgB.
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Cruise with Conference Dinner, Monday 25th of August
Social Events
Visits to Day Care Centres and Schools, Monday 25th of August
(Morning prior to conference programme)
The SIG 5 Conference dinner will be organized as a
Summer Evening Cruise on an island ship cruising
from Jyväskylä to Vaajakoski Canal (3 hours).
An opportunity to visit Finnish day care centres or primary schools in the vicinity of Jyväskylä is arranged
early Monday morning for those conference delegates who had registered for this trip and paid the extra
fee. During this visit you will familiarize yourself with the Finnish ECEC and educational system in one of
the three following locations that you had selected:
a) Municipal day care centre in the Kuokkala suburb (day care and
preschool education for children from birth through 6 years of age).
Nine day care centres in the Kuokkala suburb welcome up to 10 visitors per
day care centre. The visitors will be given an introduction in English by the
heads of the day care centre and an opportunity to observe the daily
©Piia Parviainen activities in the children’s groups.
b) Municipal primary school in the Kuokkala suburb (1st and 2nd grade, 7 to 8-year-old children).
Two municipal primary schools in the Kuokkala suburb welcome up to 35 visitors. The visitors will be
© Piia Parviainen
given an introduction in English and an opportunity to observe instruction in 1st and 2nd grade
classrooms.
Transportation for both a) and b): The buses arranged by the conference orgnizers will take off from the
Agora building at 7.45 a.m. (Stop 1 in front of the conference venue) and collect more passangers from
the Travel Centre at 8:00 a.m. (Stop 2 Hannikaisenkatu 20 in front of the city centre bus and train
station). The buses will be clearly marked with signposts and there will be a conference assistant in the bus
to assist you. Please, be sure to arrive on time at the bus stop which is most convenient for you. Conference
organizers are not responsible for non-attendance caused by personal delays. The bus will bring you back
to the conference venue before the opening session begins at 10:30 a.m.
c) Normaalikoulu - the university’s teacher training school for
elementary grades (1st grade, 7-year-old children). The university’s
teacher training school (Pitkäkatu 8) is located next to the main campus
(the “old” hill of the Seminary; Seminaarinmäki) and the swimming hall in
the vicinity of the city center. The teacher training school welcomes up to
12 visitors to learn more about learning and instruction in the school
which also educates teacher trainees. Normaalikoulu is easy to reach by
foot: There are two options to reach the Normaalikoulu for elementary
grades (“alakoulu”: 1) There will be a conference assistant to meet you at
the Agora building at 7:45 a.m. and to walk with you to Normaalikoulu,
OR, 2) you can walk independently to the school where the conference
assistant will be waiting for you at 8:00 a.m. The conference assistant
will also walk with you to the conference venue after visit (only 5 to10
minute walk to the Agora building).
The inland ship, m/s Suomen Suvi, providing beautiful scenery both from inside and from the big sundeck
has room for 199 passengers. While enjoying the conference dinner buffet, served on board in the fully
licensed restaurant, you can admire the beautiful pure nature and Finnish national scenery of the inland
waters. The route introduces two lakes, Päijänne and Leppävesi as well as an interesting lock between the
lakes. Departure is at 18.30 from the Jyväskylä Harbour, and the ship will return to the harbour at 21.30.
The Harbour is located right next to the city center. You can reach the harbour by foot in around 5 minutes
(using an overpass crossing the train tracks) from the city center, and in around 15 minutes from Agora.
The cruise is operated by Päijänne-Risteilyt Hilden Oy,
a shipping company that has long traditions of operating
ships across the length and breadth of the majestic
Lake Päijänne waterway.
Departure time:
Departure place:
Fee:
18:30
Jyväskylä Harbour (Satamakatu 8)
45 Euros
The fee includes ticket for a cruise and buffet dinner. Please remember to bring your ticket that you receive
in your welcome pagckage in case you preordered cruise.
Buffet dinner includes water, milk and juice. Alcoholic beverages (except for one glass with dinner using
your voucher) and soft drinks are not included in to the price but can be purchased from the bar.
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The City of Jyväskylä Reception, Tuesday 26th of August
Other suggested social events
The Alvar Aalto Museum
The City of Jyväskylä and the local SIG 5 organizing
committee welcome you to the City of Jyväskylä Reception at
the Jyväskylä City Hall to enjoy drinks and light
refreshments. The reception begins at 18.30. The City Hall is
located in the heart of Jyväskylä center and you can reach it
by foot in around 20 minutes from the conference venue.
Although the reception is included in the conference fee,
registration is required upon conference registration.
Alvar Aalto's design for the museum building was completed in 1973. The large exhibition hall houses the
museum's permanent exhibition “Alvar Aalto, Architect”. The Gallery houses changing exhibitions on
architecture and design.
The Alvar Aalto Museum is sited on a slope leading down towards Lake Jyväsjärvi, very close to the
conference venue Agora. SIG 5 conference delegates receive a reduced admission fee 4€ to the museum by
showing their conference badge.
Address:
Opening hours:
The city hall was built in 1899 and it is one of the rare examples of 19th century buildings remaining in
Jyväskylä. The building has undergone several renovations during its history. Most recent renovation was
completed just about a year ago.
Time:
Location:
Fee:
Fee (delegates):
Alvar Aallon katu 7
July and August
Tue - Fri 10-18,
Sat - Sun 11-18
Closed on Mondays
4€
Tuesday 26th of August, 18:30
Jyväskylä City Hall (Vapaudenkatu 32)
Included in the conference fee
Morning Jog for Early Risers, Wednesday 27th of August
Early risers have an opportunity for a guided morning jog on
Wednesday morning. The route will take you around the
beautiful lake Jyväsjärvi. The morning jog will be arranged
jointly with the delegates of ERLI 2014 Conference, which
will be held at the Agora building simultaneously with the
EARLI SIG 5 Conference. The group of morning joggers are
kindly asked to gather at the lobby of Hotel Alexandra
(Hannikaisenkatu 35) at 7 a.m.
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Partners in Cooperation
Conference Programme
Monday 25th of August 2014
7:45-10:30
Visits in day care centres and schools (extra fee)
Departure from Agora or
Travel Center
8:00-11:00
Registration
Agora foyer
10:30-11:00
Opening session
Agora Auditorium 1
11:00-12:00
Keynote by Prof. Frederick J. Morrison:
Agora Auditorium 1
“Growth of self-regulation in the transition to school”
12:00-13:00
Lunch break
Restaurant Piato
13:00-14:30
Parallel paper sessions & symposia & workshop
Several lecture rooms
14:30-15:00
Coffee break
Agora foyer
14:30-15:30
Poster session 1
Agora foyer
15:30-17:00
Parallel paper sessions & symposia
18:30-
Cruise with Conference Dinner (extra fee)
Departure from Jyväskylä
Harbour (Satamakatu 8)
Tuesday 26th of August 2014
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9:00-10:30
10:30-11:00
Coffee break
Agora foyer
11:00-12:00
Keynote by Prof. Bert van Oers: “Play as a context for
cognitive learning: In search of the conditions
for playful learning”
Agora Auditorium 2 & 3
12:00-13:00
Lunch break
Restaurant Piato
13:00-14:30
14.30-15:00
Coffee break
Agora foyer
14:30-15:30
Poster session 2
Agora foyer
15:30-17:00
17:00-18:00
Sig 5 Business meeting
Agora Alfa
18:30-
The City of Jyväskylä Reception
Jyväskylä City Hall
(Vapaudenkatu 32)
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Keynote Speakers
Wednesday 27th of August 2014
9:00-10:30
10:30-11:00
Coffee break
Agora foyer
11:00-12:00
Keynote by Prof. Heikki Lyytinen:
Agora Auditorium 1
“Early identification and prevention of problems in
reading acquisition: Highlights from the Jyväskylä
Longitudinal Study of Dyslexia”
Growth of self-regulation in the transition to school
12:00-13:00
Lunch break
Restaurant Piato
13:00-14:30
Monday 25th of August, 11:00-12:00
Agora, Auditorium 1
14.30-15:00
Coffee break
Agora foyer
14:30-15:00
Poster session 3
Agora foyer
15:00-16:30
16.30-17:00
Farewell drinks
Agora Alfa
Keynote 1
Professor Frederick J. Morrison, University of Michigan, USA
Chairperson: Marja-Kristiina Lerkkanen
Abstract:
The development of self-regulation as an important, unique source of variance in early literacy
development will be discussed. The presentation will focus on current conceptual and methodological
ambiguities in the field, early emergence and long-term prediction of academic achievement and later life
success and the role of environment in growth of self-regulation skills. Recent efforts to broaden the focus
of inquiry to include neurobiological perspectives and intervention efforts will be included.
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Keynote 2
Keynote 3
Play as a context for cognitive learning: In search of the conditions
for playful learning
Early identification and prevention of problems in reading acquisition:
Highlights from the Jyväskylä Longitudinal Study of Dyslexia
Professor Bert van Oers, VU University Amsterdam,
The Netherlands
Professor Heikki Lyytinen, University of Jyväskylä, Finland
Wednesday 27th of August, 11:00-12:00
Agora, Auditorium 1
Tuesday 26th of August, 11:00-12:00
Agora, Auditorium 2 & 3
Chairperson: Timo Ahonen
Chairperson: Maritta Hännikäinen
Abstract:
Abstract:
Play is meant to be a pleasurable activity for children (and humans in general). Nevertheless, educational
practitioners often want to take advantage of children’s playful activities to promote (cognitive) learning as
well. Research on play as a context for learning shows, however, mixed results. In my presentation I will
explain this ambiguity in the research on playful learning and elaborate an approach to play and learning
on the basis of Cultural-Historical Activity Theory (CHAT), which has proven to be successful in promoting
learning in play whilst still maintaining the quality of children’s play. In order to achieve this I will firstly
discuss the differences between behavioural descriptions on molar and molecular levels, and argue that the
neglect of this difference in research and practice may explain failures and successes in play research. Then
I will propose a CHAT approach to play, which takes this difference into account, and describe some of the
conditions for successful learning in the context of young children’s play activities (addressing emergent
needs, guidance at the level of actions, securing the quality of play). Finally I will discuss two successful
research projects (with regard to vocabulary acquisition and to schematising in play), carried out in a playbased curriculum in the Netherlands.
A substantial portion of children face difficulties in learning to read during their early school years. The
Jyväskylä Longitudinal study of Dyslexia (JDL), a follow-up of children from birth onwards, comprised an
intensive effort to unravel the mystery of dyslexia. It sought to understand the developmental precursors of
severe reading disability (RD) by comparing in detail the development of 100 children with familial risk
background (one of the parents diagnosed with dyslexia and at least one other close relative with
experiences of reading disability) and a matching number of children without familial risk. The methods
that were used represented a very comprehensive set of approaches from experimental research of the
working brain and observations and assessments of all relevant developmental domains such as language,
cognition and motor skills. Repeated measurements were conducted yearly or several times a year from
birth to school age. Additionally child’s interaction with parents, environmental factors, and child
temperament, were observed almost with a comparable intensity. Almost half of the children with familial
risk ended up having reading difficulties. Several developmental routes preceded difficulties in the
acquisition of the basic reading skill. In addition to the classical phonological delays and slow rapid naming
skills some children struggled in learning the small number letter-sounds of the fully transparent Finnish
language. The earliest signs of RD could be observed using brain measures 3-5 days after birth. Late onset
of talking was also associated with reading disability especially if it occurred with receptive difficulties.
Knowledge of letter names was a reliable and easily assessed predictor of problems in acquisition of
decoding skills, and compromised rapid naming anticipated especially difficulties in reading fluency.
Today our efforts are concentrated on preventive training using the Graphogame, an evidence-based
computer game (see www.graphogame.com) which has been shown to help efficiently most children facing
difficulties in learning to read. This science-based training regiment aims to assist children of the world to
learn to read in their local language with the help of technology. First steps towards this goal have been
made in close to 30 countries. Our emphasis is currently in Africa where most children need help in
learning to read due to compromised opportunities for optimal reading instruction and challenges
associated with multilingual living environments.
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Invited symposium 2
Invited Symposia
Families and Parenting of Young Children: Challenges of Working Life in the Postmodern Society
Inivited symposium 1
Curriculum in Early Childhood Education across European Countries
Tuesday 26th of August, 9:00-10:30
Agora, Lea Pulkkinen’s Hall
Monday 25th of August, 15:30-17:00
Agora, Lea Pulkkinen’s Hall
Organizers:
Organizers:
Chair:
Discussant:
Kathy Sylva, University of Oxford, UK & Marja-Kristiina Lerkkanen,
University of Jyväskylä, Finland
Maritta Hännikäinen, University of Jyväskylä, Finland
Paul Leseman, University of Utrecht, The Netherlands
Chair:
Discussant:
Anna Rönkä, University of Jyväskylä, Finland &
Marja-Leena Laakso, University of Jyväskylä, Finland
Anna Rönkä, University of Jyväskylä, Finland
Jouko Huttunen, University of Jyväskylä, Finland
Individual presentations:
Parenting, daily family life and children’s wellbeing in a 24h economy
Riitta-Leena Metsäpelto, University of Jyväskylä, Finland,
Vanessa May, University of Manchester, UK
Momentary distress and self-esteem fluctuations in daily work contexts as predictors of mothers’
and fathers’ behavioral attitudes toward preschoolers
Dominik Schöbi, University of Fribourg, Switzerland
Parenting in a competitive society
Eija Sevón, University of Jyväskylä, Finland
Individual presentations:
Regularities and variabilities. Curriculum dilemmas
Susanna Mantovani, University of Milan-Bicocca, Italy
Two examples of ECEC curriculum – England and Norway
Katharina Ereky-Stevens, University of Oxford, UK
Ana-Maria Aricescu, University of Oxford, UK
Thomas Moser, University of Stavanger, The Reading Centre, Norway
Overview of European ECEC curricula – a template for comparison and future directions
Kathy Sylva, University of Oxford, UK
Symposium abstract:
CARE stands for ‘Curriculum Quality Analysis and Impact Review of European ECEC’ which is a
collaborative research project under the EU Framework 7. One of its remits is to consider ECEC Curriculum
across Europe and develop an analytic framework for comparison and contrast. This paper describes a
structural template which allows comparisons and analyses of key characteristics of curriculum and
pedagogical approaches in ECEC across Europe. The template will illustrate each country’s approach to
ECEC in a number of content areas, including:
- the history of the curriculum,
- differences in terms of the age range it addresses or the implementing institution or region,
- philosophical or pedagogical traditions underpinning the curriculum,
- pedagogies referred to,
- developmental and educational goals, and the content of the curriculum, areas of experience or
development that are specified,
- links to notions of quality, and teacher education and training regarding the curriculum,
- the ways the curriculum refers/relates to: the rights of the child, minority/immigrant groups, special
needs/children at risk, and educational partnerships with parents and other stakeholders,
- key features of implementation,
- the ways in which it links to the primary curriculum,
- evidence for effectiveness.
Conclusions will focus on commonalities and differences across countries, describe directions in which
European curricular frameworks are currently moving and challenges most countries are facing.
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Symposium abstract:
Parenting young children does not take place in a vacuum but is affected by many contextual factors. One of
the factors affecting parenting, and therefore also child wellbeing, is work: when and how much a parent
works and his or her mood on returning home from work can all influence parenting, by either promoting
or hindering it. The constant change that characterizes contemporary working life is reflected in family life
where it presents both opportunities and challenges. Although working time patterns have not radically
changed, they have become more varied and individualized. The boundaries between work and family are
more flexible today than they used to be. Current trends in working life, such as a competitive cultural
ethos, are reflected in family life by shaping the ideal of the good parent. This symposium focuses on the
parenting of young children from the perspective of working life, with particular interest in working time
patterns and some of the processes mediating working time and children’s well-being, work-family
spillover and the present-day competitive cultural ethos. The three papers apply either macro-level
(cultural ideals, working time patterns) or micro-level analysis (daily processes) to parenting and utilize
cross-national survey data, interviews or electronic diaries.
Anna Rönkä, Marja- Leena Laakso and their research group approach parenting and child wellbeing
in Finland, the Netherlands and United Kingdom from the perspective of the so called 24h economy. They
ask whether and how working time patterns, and especially working non-standard hours, affect parenting
and children’s wellbeing. Dominik Schöbi examines the links between work and parenting from a daily
perspective, focusing on parents’ daily behavioral attitudes toward their preschool children after a
workday. Momentary assessments of parents’ motional states, appraisals and behavioral attitudes were
recorded four times per day over two consecutive weeks. Eija Sevón asks, on the basis of her multi-method
approach to family life, in what ways the prevailing competitive cultural ethos, emphasizing individual
pursuit, consumption and success, is accepted but also challenged in the daily lives of families.
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Notes:
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Monday 25th of August
Theme
Room
13:00–14:30
ECEC Quality 1
Workshop
Lea Pulkkinen’s Hall
Introduction to ECERS-E
Observational Tool
Organizers
- Siraj-Blatchford
- Sylva
- Taggart
14:30-15:30
Theme
Room
15:30-17:00
Families & Parenting 1
Symposium 1
Ag Alfa
The role of parents in
children’s development
Org: Kikas & Silinskas
Chair: Silinskas
Discussant: Anders
- Lehrl, Ebert, Weinert &
Rossbach
- Silinskas, Lerkkanen,
Tolvanen, Niemi,
Poikkeus & Nurmi
- Kikas & Silinskas
Poster Session 1, Agora Foyer
ECEC Quality 2
Inclusion
Invited Symposium 1
Symposium 3
Ag Alfa
Curriculum in Early
Evidence-based Early
Childhood Education
Childhood Education –
across European
challenges in inclusion
Countries
Org: Pinto
Org: Sylva & Lerkkanen Chair: Granlund
Chair: Hännikäinen
Discussant: Simeonsson
Discussant: Leseman
- Granlund & Björck- Mantovani
Åkesson
- Ereky-Stevens,
- Salminen & Leskinen
Aricescu & Moser
- Pinto, Grande & Coelho
- Sylva
Mathematic 1
Symposium 2
Ag Gamma
Spontaneous focusing on
numerosity (SFON) and the
development of early
numeracy: The contributions of
cognitive and environmental
factors
Org: Hannula-Sormunen
Chair: Torbeyns
Discussant: Räsänen
Theme
Room
13:00–14:30
Child Characteristics
Paper session 1
Ag Beeta
Chair: Kiuru
Professional development 1
Paper session 2
AgC231
Chair: Rasku-Puttonen
Language and literacy 1
Paper session 3
AgC234
Chair: Ahonen
- Adi-Japha & Julius
- Kanerva & Kyttälä
- Viljaranta, Virkkala,
Hirvonen, Pakarinen,
Mullola & Aunola
- Pinto, Coelho, Barros,
Peixoto, Cadima &
Pessanha
- Barkemeyer & König
(Cancelled)
- Petersen & Petker
- Liinamaa
- Ragpot
- Ukkola & Korkeamäki
- Mugambi
- Sampa (Cancelled)
- Mäkihonko,
Holopainen,
Hakkarainen, Koch &
Kofler
- Poltz, Wyschkon, HannulaSormunen, von Aster & Esser
- Batchelor, Gilmore & Inglis
- Bojorque, Torbeyns, HannulaSormunen, Van Nijlen &
Verschaffel
- Torbeyns, Rathé & Verschaffel
14:30-15:30
Theme
Mathematic 2
Paper session 4
Ag Beeta
Chair: Kajamies
Room
15:30-17:00
Science 1
Paper session 5
Ag Gamma
Chair: Hirvonen
ECEC Policy & Practice
Paper session 6
AgC231
Chair: von Suchodoletz
- Reunamo
- Spektor-Levy, Baruch &
- Mponji
Mevarech
- Stipp & Leuchter (Cancelled) - Munachaka & Sampa
- Freitag-Amtmann
- Tapola, Mononen & Aunio
- Mononen & Aunio
- Bruns & Eichen
- Duchhardt & Jordan
25
26
Tuesday 26th of August
Theme
Room
09:00–
10:30
Theme
Room
13:00–
14:30
Invited Symposium 2
Families and Parenting of
Young Children: Challenges
of Working Life in the Postmodern Society
Org: Rönkä & Laakso
Chair: Rönkä
Discussant: Huttunen
Language & Literacy 2
Symposium 4
Ag Alfa
Literacy learning and its
relations to teachers’ knowledge
and practices in kindergarten
and first school years
Org: Soodla
Chair: Poikkeus
Discussant: Ahonen
- Rönkä, Laakso,
Metsäpelto, May &
Murtorinne-Lahtinen
- Schöbi
- Sevón
Longitudinal Studies 2
Workshop
Designs and Methods in
Longitudinal Studies
- Alatalo
- Kikas & Soodla
- Ruotsalainen, Soodla, Poikkeus
& Lerkkanen
Organizer:
- Nurmi
14:30-15:30
Theme
Room
15:30–
17:00
Play & Improvisation
Workshop
Developing Early Childhood
Educators Play Directing
and Teaching Skills with
Improvisation
Organizer:
- Toivanen
Mathematic 3
Symposium 6
Ag Alfa
Testing the mathematical
competence of children 4 to 8
years In Germany and South
Africa
Org: Fritz-Stratmann & Henning
Chair: Henning
Discussant: Aunio
Symposium 5
Ag Gamma
The First Steps (Interaction and Learning
within Children-Parent-Teacher Triangle)
Org: Vasalampi
Chair: Siekkinen
Discussant: Nurmi
Theme
Room
09:00–10:30
- Torppa, Georgiou, Lerkkanen, Niemi,
Poikkeus & Nurmi
- Sikiö, Siekkinen & Holopainen
- Turunen, Poskiparta, Kiuru & Niemi
- Zhang, Räsänen, Koponen, Lerkkanen,
Aunola & Nurmi
Self-Regulation
Symposium 7
Ag Gamma
Self-regulation and executive functions in
early childhood: conceptualization,
assessment and findings
Org: Slot
Chair: Leseman
Discussant: Morrison
- Fritz-Stratmann, Ehlert & Balzer
- Ehlert & Fritz-Stratmann
- Herholdt & Henning
- Henning & Ragpot
- Vandenbroucke, Verschueren & Bayerns
- Cadima, Leal, Ferreira, Vieira & Matos
- Ravenswaaij, Mulder, Verhagen
&Leseman
- Slot, Mulder & Leseman
Symposium 8
Ag Alfa
Improving children’s health and
development through improving
their home environment: Results
from three evaluation studies
Org: Anders
Chair: Evangelou
Discussant: Mantovani
ECEC Quality 4
Symposium 9
Ag Gamma
Operationalization and Assessment of
Quality in Early Childhood Education
through Large-Scale (International)
Studies
Org: Stancel-Piatak & Hencke
Chair: Sijko
Discussants: Sylva & Rycielski
- Evangelou, Goff, Hall, Sylva &
Paget
- Anders, Flöter & Tuffentsammer
- Wilke, Hachfeld & Anders
- Sandoval-Hernandez & Aghakasiri
- Jordan & Duchhardt
- Hencke & Stancel-Piatak
27
Theme
Room
13:00–14:30
14:30-15:30
Theme
Room
15:30–17:00
28
Science 2
Paper session 7
Ag Beeta
Chair: Kumpulainen
ECEC Quality 3
Paper session 8
AgC231
Chair: Henrichs
Children's perspectives
Paper session 9
AgC233
Chair: Viljaranta
- Naber & Leuchter
- Schöps & Hahn
- van der Aalsvoort, Doppenberg,
de Wit, Compagnie & van Schaik
- Mantovani, Braga &
Gambini (presentation added to
the session)
- Peciukonyte
- Mathers, Smees & Sylva
- Raittila & Turja
- Moser, Reikerås & Tønnessen
- Alasuutari & Karila
- Järnefelt
- Devarennes
Paper session 10
Ag Beeta
Chair: Metsäpelto
Professional development 2
Paper session 11
AgC231
Chair: Koivula
Language & literacy 3
Paper session 12
AgC233
Chair: Torppa
- Mizokawa
- Neuhauser
- Sorariutta, Silvén & HannulaSormunen
- Teepe, Molenaar & Verhoeven
- Eichen & Bruns
- Wadepohl & Mackowiak
- B. Jensen, P. Jensen &
Würtz Rasmussen
- Gravett & Petersen
- Aro
- Möwes & Mouton
- Holopainen,
Mäkihonko, Koch,
Kofler & Bauer
- Cheung
Mathematic 4
Paper session 13
Ag Beeta
Chair: Kikas
Paper session 14
AgC 231
Chair: Aro
ECEC Practice
Paper session 15
AgC233
Chair: Eskelä-Haapanen
- Sharir, Mashal & Mevarech
- Eckerth, Hein & Hanke
- van 't Noordende, Chiel, Volman,
Kroesbergen & Leseman
- Hellstrand, Aunio, Korhonen,
Räsänen & Linnanmäki
- Groneß
- Itel, Vogt & Zumwald
- Cinar, Hardy, Razakowski,
Ohle & McElvany
- Peixoto, Cadima, Kruger,
Leal, Pinto, Lehrl & Rossbach
- Penderi, Rekalidou,
Hashimoto & Toda
- Mion
- Smidt & Roux
Wednesday 27th of August
Theme
Children’s Perspectives
ECEC Quality 5
Room
09:00–
10:30
Workshop
Eliciting Children's Participation and Views
Through Story Telling
Symposium 10
Ag Alfa
Measuring classroom quality with the Classroom
Assessment Scoring System (CLASS) in four different
European countries
Org: Slot
Chair: Cadima
Discussant: Lerkkanen
Organizers
- Laakso & Turja
Theme
Room
09:00–
10:30
- Cadima, Peixoto, Coelho & Barros
- Slot, Boom & Leseman
- von Suchodoletz, Fäsche, Gunzenhauser & Hamre
- Pakarinen, Lerkkanen & Poikkeus
Theme
Room
13:00–
14:30
Interventions 1
Workshop
GraphoGame Reading Interventions
Organizer
- Richardson
Symposium 12
Ag Alfa
Perspectives from longitudinal studies on development and
disabilities in mathematics learning
Org: Räsänen
Chair: Zhang
Discussant: Aunio
Theme
Room
13:00–
14:30
- Räsänen, Zhang, Lerkkanen, Koponen, Aunola & Nurmi
- Zhang & Lin
- Jõgi & Kikas
14:30-15:00
Theme
Room
15:00–
16:30
ECEC Quality 7
Symposium 14
Ag Alfa
Classroom quality and social-emotional
competence in early childhood
Org: Cadima
Chair: Cadima
Discussant: Sylva
- Slot, Mulder & Leseman
- Salminen Je., & Pakarinen
- Cadima, Guedes, Verschueren & Leal
- Broekhuizen, Leseman, Dubas & van Aken
Mathematic 5
Symposium 11
Ag Gamma
Mathematics in preschool:
Preschool teachers’
competencies, children’s
learning and parental
views
Org: Anders
Chair: Ulferts
Discussant: Leseman
- Heinig, Anders & Ulferts
- McCray
- Hoekstra, Anders &
Rossbach
Interventions 2
Symposium 13
Ag Gamma
Training early cognitive
skills
Org: Björn
Chair: Björn
Discussant: HannulaSormunen & L. Fuchs
Socio-emotional
development
Paper session 16
Ag Beeta
Chair: Määttä
ECEC Quality 6
Paper session 17
Ag C231
Chair: Siekkinen
Paper session 18
Ag C233
Chair: Evangelou
- Takala, Kokkonen,
Gråsten & Liukkonen
- Lee, Reunamo, Wang
& Lin
- Wannack (cancelled)
- Kiuru, Laursen,
Aunola, Zhang,
Lerkkanen & Nurmi
- Roux, Stuck &
Kammermeyer
- Henrichs &
Leseman
- Mascareño, Bosker,
Deunk & Snow
- Peceguina, Aguiar,
Daniel, Cadima,
Correia & Fialho
- Kartal, Babür &
Ercetin
- Ngorosho
- Sikiö, Holopainen &
Siekkinen (cancelled
from this session;
presentation
incl. in the
symposium 5)
- Polet & Koponen
Learning environments
Paper session 19
Ag Beeta
Chair: Vasalampi
Children's play
Paper session 20
Ag C231
Chair: Poikkeus
Transitions
Paper session 21
Ag C233
Chair: Pakarinen
- Raittila & Vuorisalo
- Adlerstein
- Magdolna
- Nousiainen, Bertolini,
Cardarello & Pavitola
- Tours, İzci, Kervin,
Lyons & Simsar
- Suhonen, Nislin &
Alijoki
- Wang, Reunamo,
Lee & Mau
- Koivula
- Ereky-Stevens,
Funder, Katschnig,
Malmberg & Datler
- Kumpulainen,
Theron, Bezuidenhout,
Kahl, Mikkola & Salmi
- Wong
- Eskelä-Haapanen,
Lerkkanen, RaskuPuttonen & Poikkeus
- Salminen Jo., Koponen &
Aro
- Kyttälä, Björn & Kanerva
- Peng & D. Fuchs
14:30-15:00
Theme
Language & Literacy 6
Symposium 15
Ag Gamma
Early language and literacy promotion at home and in
(pre)school
Org: Kajamies & Silven
Chair: Silven
Discussant: Leseman
Room
15:00–
16:30
Child Development
Paper session 22
Paper session 23
Ag Beeta
Ag C231
Chair: Hirvonen
Chair: Silinskas
- Pesu, Viljaranta & Aunola
- Kwena, Mukolwe, Malasi
& Kairanya
- Metsäpelto, Rönkä &
Laakso
- Dinga (cancelled)
- Silvén, Voeten, Kouvo & Lundén
- Ziv, Aram, Boulus & Smadja
- Kajamies, Mattinen, Räsänen, Hannula-Sormunen &
Lehtinen
- Lepola, Lynch, Niemi & Kiuru
29
30
- Sajaniemi, Veilahti &
Suhonen
- van de Sande, Segers
& Verhoeven
- Mwanza & Mofu
Abstracts
Impact of changes in the home learning environment on preschooler’s development of language and
academic skills
Simone Lehrl, University of Bamberg, Germany
Susanne Ebert, University of Bamberg, Germany
Sabine Weinert, University of Bamberg, Germany
Hans-Guenther Rossbach, University of Bamberg, Germany
13:00-14:30
Workshop 1
Introduction to ECERS-E Observational Tool
Iram Siraj-Blatchford, Institute of Education, University of London, UK
Brenda Taggart, Institute of Education, University of London, UK
Abstract:
This workshop will briefly explain the background and rationale to the development of the ECERS E quality
rating scale and demonstrate how the 4 subscales measure quality in Language, Maths, Science and
Diversity in pre-school settings working with children 3-5 years of age. We will show from research in the
UK, and other countries, how the ECERS E quality measures relate to child social and cognitive outcomes
and how this impacts on children over time, even into secondary education. The authors will touch on the
debate surrounding other quality measures per se and draw comparisons and raise issues for debate. We
will follow the presentation with a hands-on workshop where participants will be given the opportunity to
understand a handout based on the scale, to practice the rating system and watch some examples of
classroom practice by DVD to rate and discuss. A reading list will also be provided.
Symposium 1
The role of parents in children’s development
Organizers:
Eve Kikas, Tallinn University, Estonia
Gintautas Silinskas, University of Jyväskylä, Finland
Chair:
Discussant:
Yvonne Anders, University of Bamberg, Germany
Integrative Statement:
Parents are the main socialisers of children at early ages and their role is important in children’s cognitive,
language and social-emotional development. Moreover, their activites in supporting children in completing
homework may have positive effect both on children’s current and later academic outcomes and learning
skills. Although a plethora of research has been carried out on family effects, there are fewer longitudinal
studies that have examined both child- and family-related factors and their interactive effects. The aim of
the symposium is to examine the effects of different parental practices and home learning environment on
children’s outcomes in four countries. All the studies are longitudinal, have collected data from differenent
respondents and use complicated data analysis methods. Breidokiene and Roma examine the role of
maternal responses toward child's negative emotions in the development of child's externalizing and
internalizing problems. Lehr et al. analyze changes of the early home learning envorinment and how these
changes predict development in preschooler’s language and academic skills. Silinskas et al. investigate the
associations between the frequency of parents’ reading-related activities at home and their children's
reading-related skills during the transition from kindergarten to Grade 1. Kikas and Silinskas examine the
mutual associations between children’s literacy skills, task-avoidant learning behavior, and the frequency
of parents’ academic help in literacy in Grades 1-2 and analyze the moderation effects of mother’s
socialization value orientations on these relations.
Keywords: Parenting practices; Child development; Longitudinal analyses
31
Abstract:
Theoretical background: Although many studies indicate that the HLE is an important source in explaining
differences between children’s competence development very early in the child’s life, changes in the HLE
over time have rarely been investigated. Few studies show that the HLE seems to be moderate to highly
stable (Son & Morrison., 2010.). However, changes were also observed: parents seem to improve their
home learning environment due to the forthcoming school enrolment (e.g. Votruba-Drzal, 2003; Son &
Morrison) or adjust their behaviors according to the competence level of the child (Sénéchal & LeFevre,
2014). Furthermore, changes have been observed to predict language development (Son & Morrison,
2010). Analyses of the impact of change in the HLE on children’s development offer an important
advantage: By regressing changes in children’s outcomes on changes in the HLE, causal inference is
improved by controlling the omitted variables (Duncan et al., 1998).
Research question: The present paper therefore examines changes of the early HLE and how these
changes predict development in preschooler’s language and academic skills.
Method: Data were drawn from the longitudinal project BiKS – 3-10, a study following 547 German
children and their families from the beginning of preschool (3 years of age) to the end of Grade 4 (10 years
of age). HLE was measures using live ratings of observations on a semi-standardized book reading task
between parent and child called the Family-Rating-Scale (Kuger, Pflieger & Rossbach, 2005) which includes
items e.g., on the quality of asking questions, giving phonological cues, or referring to numbers and letters.
To assess children’s language and academic skills different subtests from standardized tests (K-ABC, and
PPVT) were used. Child and family background factors (age of the child, immigration background,
socioeconomic status, and maternal education) were controlled. Changes of the HLE and outcomes were
modeled using 3 measurement points (age 3, 4, and 5 years).
Results: Structural equation modelling revealed moderate stability of the early years HLE and high
variance between parents regarding their change. Language development in the first year of preschool
education (age 3 to 4) was positively predicted by HLE at age 3. Furthermore, language development
between the second and third year of preschool education (age 4 to 5) was positively predicted by changes
in the HLE between the first and second year of preschool (age 3 to 4). Changes in HLE in the third
preschool year (age 4 to 5) were predicted by changes in language development between ages 3 to 4.
Academic skills development were not effected by HLE changes and HLE changes not by academic skills.
Discussion:The present study reveals that the HLE is of great importance especially for language
development. Although the present study is not experimental, the modeling of change gives insights in the
direction of impact: changes in the HLE at an early age might influence language development over and
above HLE status at an early age.
Home literacy and children's reading skills during kindergarten and Grade 1
Asko Tolvanen, University of Jyväskylä, Finland
Marja-Kristiina Lerkkanen, University of Jyväskylä, Finland
Pekka Niemi, University of Turku, Finland
Jari-Erik Nurmi, University of Jyväskylä, Finland
Anna-Maija Poikkeus, University of Jyväskylä, Finland
32
Abstract:
This longitudinal study investigated the associations between the frequency of parents’ reading-related
activities at home and their children's reading-related skills during the transition from kindergarten to
Grade 1. Longitudinal data were obtained for 1436 Finnish children (5- to 6-year-olds at baseline) and their
mothers and fathers. 684 girls and 752 boys participating in the study represented four Finnish
municipalities. The reading skills of the children were measured four times: at the beginning and at the end
of their kindergarten year, and at the beginning and at the end of Grade 1. In kindergarten, decoding tests
were administered individually. In Grade 1, group tests in reading fluency were performed. The children's
mothers and fathers filled in questionnaires on the frequency of their teaching of reading and the frequency
of shared reading with their children in the kindergarten year and in Grade 1. The results showed that the
better word reading skills children showed in kindergarten, the more shared reading parents reported.
Also, the better word reading skills boys evidenced in kindergarten, the more teaching of reading parents
reported. However, in Grade 1, it was children's poor skills in reading that activated more frequent parents’
teaching of reading and more frequent shared reading.
Parental help, literacy skills, and task-avoidant behavior in mothers with different value
orientations in the beginning of school
Abstract:
Theoretical background: Parental help is an important factor that may enhance child’s success in the
beginning of school and later on. It is viewed as a dynamic process with parents modifying their behavior in
accordance to children’s development. The positive role of direct academic help is debatable, mainly in
middle school, but also earlier. However, children are expected to learn basic academic and learning skills,
and at least some children (with lower initial skills and motivation) need frequent help and feedback,
especially in early grades. Empirical studies have also shown that academic help is the most frequent type
of parental engagement at the beginning of the school career but the findings on its effect have been
inconsistent (Pomeraz & Eaton, 2001; Silinskas et al., 2012). These effects may also depend on parental
beliefs and value orientations (Green et al., 2007), which, however, have been less examined.
Aims: The aims of the longitudinal study were to examine the mutual associations between the
frequency of parents’ academic help in literacy, children’s literacy skills, and task-avoidant behavior in
Grades 1-2 and to study the effects of mothers’ socialization value orientations (i.e., orientation towards
social and self-efficacy values; Kagitcibasi, 2005) on these relations. The influence of self-efficacy was also
examined.
Methods: The participants were 852 children (445 boys), their mothers, and teachers. Mothers’
socialization values and self-efficacy were assessed at the beginning of Grade 1. Their academic help,
children’s literacy skills and task avoidant learning behavior were assessed at the end of Grades 1 and 2.
Mothers’ self-efficacy was assessed with a modified version of Teacher Efficacy Scale (Denzine et al., 2005),
social and self-direction value orientations with Questionnaire on Socialization Values (Kikas et al., 2014).
Teachers rated children’s task-avoidant behavior on the Estonian version of Behavioral Strategy Rating
Scale (Zhang et al., 2011). Literacy tests for children included tasks in reading and spelling which were
different in Grades 1 and 2. SEM was used to analyze the data.
Results and discussion: Mothers with higher levels of self-efficacy and those with higher emphasis
on social values reported more frequent academic help. Analyses with the whole sample showed that while
higher levels of task-avoidant behavior in Grade 1 positively affected mothers’ academic help in Grade 2,
mothers’ help in Grade 1 was related neither to later task-avoidant behavior nor to literacy skills. Also,
earlier literacy skills were not related to later help. Similarly to earlier findings, literacy skills and taskavoidant behavior showed mutual negative relations. However, the relations were moderated by value
33
orientations. Most importantly, mothers who highly emphasized social values, reported higher frequency of
academic help when child’s avoidant behavior was higher and literacy skills were lower. Still, the opposite
effects (from academic help to skills and behavior) were not significant. The study shows the role of
socialization values in parental involvement in child’s educational process at home, but also raises further
questions on the value of direct academic help in the beginning of school.
Symposium 2
Spontaneous focusing on numerosity (SFON) and the development of early numeracy: The
contributions of cognitive and environmental factors
Organizer:
Hannula-Sormunen, University of Turku, Finland
Chair:
Joke Torbeyns, KU Leuven, Belgium
Discussant:
Pekka Räsänen, Niilo Mäki Institute, Finland
Research on mathematical development during early childhood, especially the study of early
developmental factors, still seriously lags behind research on young children’s literacy precursors. To
enable early diagnosis and prevention of mathematical disabilities, studies charting longitudinally
mathematical development and delineating the early predictors of later success are urgently needed. This
symposium is focused on one such developmental element, spontaneous focusing on numerosity (SFON)
that has been shown to be related to formation of individual differences in early numeracy (Hannula &
Lehtinen, 2005; Hannula, Lepola & Lehtinen, 2010).
This symposium consists of four empirical studies on SFON in relation to 4-7-year olds early mathematical
development. Notwithstanding their common focus, the different contributions vary in theoretical and
methodological details, significantly broadening and deepening our understanding of young children’s
early mathematical development. First, the contributions of Poltz et al. and Batchelor et al. analyze the
influence of cognitive factors on SFON and early mathematical development, whereas Bojorque et al. and
Torbeyns et al. focus on important environmental factors. Furthermore, this set of cross-sectional and
longitudinal studies involve sophisticated analysis techniques including path analyses and hierarchical
regressions, as well as qualitative analyses of children’s spontaneous numerical utterances. Moreover, as
the different studies are conducted in four different countries with variable educational environments, they
also contribute to the generalizability of previous findings on SFON. Issues of reliability and validity in
different assessments of SFON will be discussed, as will the theoretical and practical issues that emerge
from considering this aspect of children’s numerical behavior in the research and practice of early
education.
Keywords: Mathematical development; Spontaneous focusing on numerosity; Kindergarten
Spontaneous focusing on numerosity and the development of mathematical skills: stability and
prediction in kindergarten
Nadine Poltz, University of Potsdam, Germany
Anne Wyschkon, University of Potsdam, Germany
Minna Hannula-Sormunen, University of Turku, Finland
Michael von Aster, University of Potsdam and DRK Kliniken Berlin Westend, Germany,
Günter Esser, University of Potsdam, Germany
Abstract:
Children differ in how much they spontaneously focus on numerical aspects (SFON) of their environment.
This spontaneous tendency has been found to correlate with counting skills in kindergarten and arithmetic
achievement in second grade. In addition SFON seems to be a predictor of later arithmetic skills. We
34
examined the longitudinal development of SFON and the prediction of numerical skills over nine months.
The participants of this study were 1705 (865 boys and 840 girls) German five year olds. SFON tendency
and numerical skills, nonverbal, verbal IQ and central executive were tested individually one year before
entering school. SFON and numerical skills were assessed a second time nine months later. SFON and
numerical skills (counting, transcoding of different types of numbers, words and symbols as well as simple
calculations and quantities) showed individually stability over the nine months period. Three path analyses
indicated a reciprocal relationship between SFON and each of the mentioned numerical factors. Even in
consideration of central executive and IQ, SFON showed a direct path to numerical skills nine months later.
Hence we provided a further argument for SFON as an important predictor and prerequisite for
mathematical skills.
Why is SFON associated with a symbolic number advantage? The role of mapping between
nonsymbolic and symbolic representation of number
Sophie Batchelor, Loughborough University, UK
Camilla Gilmore, Loughborough University, UK
Matthew Inglis, Loughborough University, UK
Abstract:
Children show individual differences in their tendency to focus on the numerical aspects of their
environments. These individual differences in ‘Spontaneous Focusing on Numerosity’ (SFON) predict both
current numerical skills (Hannula & Lehtinen, 2005) and later arithmetical success (Hannula, Lepola &
Lehtinen, 2010). Here we investigated the mechanism through which SFON exerts its positive influence on
symbolic number development. One possibility is that high SFON children get more practice mapping
between nonsymbolic and symbolic representations of number. We know from previous research that
mapping ability is related to mathematics achievement (De Smedt, Noël, Gilmore & Ansari, 2013), therefore
as children get practice with, and improve the precision of these mappings, their counting and arithmetic
skills may develop.
To test this possibility we gave children aged 4 – 5 years (N=121) a variety of tasks designed to
assess the following: 1) SFON, 2) nonsymbolic comparison skills, 3) symbolic comparison skills, 4) mapping
between nonsymbolic and symbolic representations of number and 5) arithmetic skills. We also obtained
measures of visuospatial working memory and verbal skills.
In line with previous studies we found that SFON was significantly correlated with children’s
symbolic comparison skills and arithmetic skills, even after controlling for age, working memory and verbal
ability. We ran two hierarchical regression analyses to investigate the factors mediating these
relationships. Firstly, we predicted symbolic comparison performance by SFON, nonsymbolic comparison
and mapping skills. Here we found that the relationship between SFON and symbolic comparison
performance was fully mediated by nonsymbolic comparison and mapping skills. Secondly, we predicted
arithmetic performance by SFON, nonsymbolic comparison and mapping skills. Here we found that the
relationship between SFON and arithmetic performance was partly, but not entirely, mediated by
nonsymbolic comparison and mapping skills. Together these findings suggest that the association between
SFON and children’s symbolic number development can be explained, in part, by nonsymbolic skills and
mapping skills.
The development of spontaneous focusing on numerosity and early mathematical skills in
Ecuadorian Kindergartners: The role of school type and quality of early math education
Gina Bojorque, KU Leuven, Belgium and Universidad de Cuenca, Ecuador
Daniël Van Nijlen, KU Leuven, Belgium
Lieven Verschaffel, KU Leuven, Belgium
35
Abstract:
This longitudinal study aimed at exploring the development of Ecuadorian Kindergartners’ spontaneous
focusing on numerosity (SFON) during the Kindergarten year, in relation to the development of their early
mathematical skills. What is novel in respect to previous studies on SFON is that, we investigated the
relation between SFON and early mathematical competencies and (a) school type and (b) quality of the
early mathematics education environment.
Participants were 182 5-year-old Ecuadorian kindergartners from three different types of schools (6
classes per school type): private (n = 60), public urban (n = 60) and public rural (n = 62). At the beginning
and in the end of the school year, children received 2 tasks: (a) the Imitation SFON task (Hannula &
Lehtinen, 2005; Hannula, Mattinen & Lehtinen, 2005), involving four items, each with numerosities ranging
from 1 to 3; and (b) a self-developed early mathematical achievement test (TENA), consisting of 54 items,
fitted to the Ecuadorian Kindergarten’s national standards for number and arithmetic. All children were
first administered the SFON tasks and next the TENA. The quality of children’s education was assessed
twice via the Classroom Observation of Early Mathematics Environment and Teaching instrument
(COEMET; Sarama & Clements, 2009), once in the sixth and once in the ninth month of the Kindergarten
year.
The research questions were: (a) is there a relation between SFON at the start and at the end of
Kindergarten?; (b) is there a relation between children´s SFON and their early mathematical skills at the
start and at the end of the school year?; (c) to what extent are children’s SFON and early mathematical
skills related to the type of school they attend; as well as (d) to the quality of the early mathematics
education they received?
The data collection and analysis of this one-year longitudinal study is still ongoing, but preliminary
results at the beginning of the school year indicated that the reliability of the SFON task for our group of
participants was moderate (Cronbach´s α = .74), while the reliability of the TENA was high (Cronbach´s α =
.89). Second, results showed that children’s SFON scores correlated significantly (r = .42) with their scores
on the TENA. Third, at the start of the school year, we observed a significant effect of school type on TENA
but not on SFON score. More detailed analyses of these and the other data to be collected during the followup, will be reported and discussed at the SIG meeting.
The relationship between kindergartners’ SFON and their number-related utterances during
picture book reading
Sanne Rathé, KU Leuven, Belgium
Lieven Verschaffel, KU Leuven, Belgium
Abstract:
This study aimed at analysing young children’s spontaneous and guided number-related utterances during
picture book reading, taking into account their SFON, i.e., Spontaneous Focus on Number, competencies.
Sixty Flemish 4-5-year olds (2nd year of Kindergarten) were individually offered two tasks, namely a SFON
task and, two weeks later, a picture book reading task. We used the Imitation SFON task (Hannula &
Lehtinen, 2005), in which children are requested to feed a parrot with differently-coloured berries, ranging
in number from 1 to 3. The SFON task consisted of 4 trials, with 2 differently coloured numerosities per
trial. The picture book (“Boer Boris [Boris the farmer]”; van Lieshout & Hopman, 2013) included a story
about a farmer and showed, on each page, a visually rich scene with farm-related objects or animals the
number of which increased from 1 to 11 from page to page. For each picture, children were invited to first
comment spontaneously on the picture (i.e., spontaneous number-related utterances) and next provide
additional comments after the experimenter had read the text accompanying the picture (e.g., a picture
showing 9 mice playing and walking around in the kitchen, accompanied by the text “Farmer Boris lives in
36
a farm; there also live 9 mice; oh no, they do not belong to the farm; they live secretly in Boris’ house!”) (i.e.,
guided number-related utterances). We expected differences in both the quantity and the quality of the
spontaneous and guided number-related utterances among children with different SFON competencies,
with children of higher SFON level providing more and richer number-related utterances than their peers
of lower SFON level. Data collection will be finished by March 2014. We will analyse kindergartners’ SFON
competencies using Hannula and Lehtinen’s (2005) framework; their number-related utterances will be
coded starting from the scheme developed by Elia, van den Heuvel-Panhuizen and Georgiou (2010). At the
SIG meeting, we will present the major results as well as their theoretical, methodological and instructional
implications.
Paper session 1
Long term procedural memory in kindergarten children: The acquisition of a simple grapho-motor
task and its predictive validity
Esther Adi-Japha, Bar-Ilan University, Israel
Mona Julius, Bar-Ilan University, Israel
Abstract:
Background: Our memories are thought to be organized into separate and distinct systems: a declarative
system dealing with memories for facts ("what") and a procedural system dealing with memories for skills
and habits ("how to") (Cohen & Squire, 1980). The latter system is involved in the acquisition of motor
skills (e.g., handwriting). Procedural memory plays a major role during childhood, when many new skills
are acquired. Previous studies of age-related differences in skill acquisition mainly focused on skill learning
within a single practice session. It was suggested that age-related differences in practice gains depend on
the amount of practice: in extended training, adults may reach asymptotic performance while children
continuously improve. This limits the study of age-related differences in the evolution of memory
consolidation and retention over longer periods. The problem is more pronounced in younger children
whose training capacity is restricted. Here, I will present a simple grapho-motor ("invented letter") task
(ILT). Kindergarten children and adults show a similar rate of improvement by the end of the first training
day on the ILT. Therefore, the ILT was used for testing age-related differences in skill acquisition. The task
is typical of kindergarteners' activities, and tests the same type of kindergarteners' proficiencies that
predict later academic achievements, as indicated by recent analyses of several large-scale longitudinal
studies.
Research Questions: (1) Will skill acquisition in children and in adults follow a similar trajectory?
(2) Will performance on the ILT in kindergarten and second-grade students predict later academic
achievements?
Methods: Twenty kindergarteners, 20 second graders and 20 adults were trained on the ILT and
tested 24 hours, 48 hours and 2 weeks post training day. The task was used to predict academic
achievements (writing speed, writing legibility, math, reading and spelling) in the year following an
assessment of 36 kindergarteners and 20 second graders.
Results: Performance on the task indicated larger training gains among kindergarteners and second
graders than among adults. Furthermore, children and adults showed consolidation gains 24 hours posttraining that were retained two weeks later.
Our results indicate that long-term consolidated performance had predicative validity for academic
achievements that is larger than that of measures of short term memory that are often studied in relation to
learning disabilities.
Interpretation of the findings: The ILT task is suitable for studying skill acquisition in kindergarten
children. The task can be used to predict later academic achievements beyond age, SES, and short term
memory.
37
Keywords: Procedural memory; Child development; Cognitive development
Working memory, fluid intelligence and early scholastic skills
Kaisa Kanerva, University of Helsinki, Finland
Minna Kyttälä, University of Turku, Finland
Abstract:
Previous studies supporting the multi-component model of working memory (WM) demonstrate broadly
that early scholastic skills like reading skill and counting skills in preschool aged children are related to
fluid intelligence and working memory. Reading is known to be more strongly related to verbal WM than
visuo-spatial WM. Counting skills, in contrast seems to be more strongly related to visuo-spatial WM in this
age group. When the role of WM and fluid intelligence has been examined, WM has been found to have
unique role in predicting scholastic skills when measured by WM tasks. The aim of our study was to
replicate the common findings with Finnish version of online working memory assessment battery
(AWMA) and clarify the role of WM components in scholastic skills in preschool aged sample studying both
reading and counting skills. Ninety nine preschool children completed eight tasks from the Finnish version
of AWMA, including verbal and visuo-spatial WM and STM tasks. In addition, fluid intelligence test, reading
test and counting test were conducted. The preliminary regression analyses show that counting skills are
predicted by visuo-spatial STM and verbal WM. However, after taking fluid intelligence into the model, only
fluid intelligence and verbal WM have unique role in predicting counting skills. In contrast, reading ability
seems to rely on simple STM resources. Both verbal and visuo-spatial STM predicted reading ability, even
after taking fluid intelligence into the model. These results indicate that along with the verbal WM, the
visuo-spatial WM and STM resources have an important role in preschool aged children's early school skills
and that they are partly common to resources used in fluid intelligence task.
Keywords: Working memory; Fluid intelligence; Preschool children
Children’s temperament and academic skill development during the first grade: Teachers’
interaction styles as mediator
Jaana Viljaranta, University of Jyväskylä, Finland
Johanna Virkkala, University of Jyväskylä, Finland
Riikka Hirvonen, University of Jyväskylä, Finland
Eija Pakarinen, University of Jyväskylä, Finland
Sari Mullola, University of Helsinki, Finland
Kaisa Aunola, University of Jyväskylä, Finland
Abstract:
Theoretical background: Children’s temperamental characteristics play a significant role in their school
functioning and achievement outcomes (e.g., Keogh, 2003; Rothbart & Jones, 1998; Thomas & Chess, 1977).
Temperament also contributes to the interaction between teacher and student (DiLalla, Marcus, & WrightPhillips, 2004; Rudasill & Rimm-Kaufman, 2009). Although an increasing number of studies have shown
that teacher–student interaction is related to students’ school success (e.g., Hamre & Pianta, 2001; Martin
et al., 1994), the mediating role of teachers’ interaction styles in the relationship between students’
temperament and skill development has not been tested empirically.
Research questions: The aim of the present study was to examine whether teachers’ interaction
styles (behavioral control, psychological control, affection) would mediate the impact of children’s
temperament (distractibility, mood, inhibition, and negative emotionality) on math and reading skill
development during the first year of primary school.
Methods: 152 children and their teachers participated in a short-term longitudinal study during the
children’s first school year (age 6-7). Teachers rated children’s temperamental traits in the beginning of the
38
school year. Children’s math and reading performance was tested in the beginning and at the end of the
school year. In addition, teachers filled in a diary concerning their interaction styles with students during a
period of one week in Fall and one week in Spring term.
Results: The results showed that the impacts of children’s distractibility and negative emotionality
on their math skill development were mediated via teachers’ behavioral control: The higher children’s
distractibility and negative emotionality were rated by their teachers, the more teachers reported applying
behavioral control when interacting with these children and, consequently, the better was the children’s
subsequent math performance.
Also teachers’ psychological control mediated the impact of children’s distractibility and negative
emotionality on their math skill development. However, this effect was negative rather than positive and,
true only for girls: the higher the level of children’s distractibility and negative emotionality, the more their
teacher reported applying psychological control when interacting with them and, among girls, the lower
the level of subsequent math skills.
Children’s inhibition had a direct rather than indirect impact on their math skill development.
Although children’s distractibility and negative emotionality were negatively associated with children’s
initial level of reading skill at the beginning of Grade 1, they did not predict children’s subsequent reading
skill development during the first grade.
Interpretation of the findings: The results of the present study suggest that teachers’ interaction
style within classroom settings plays a crucial role in mediating the effect of children’s temperamental
characteristics on their skill development. However, it is important to notice that the role of teachers’
interaction style was not similar for boys and girls and across school subjects. For teachers and teacher
educators, these results highlight the importance of teachers’ awareness of the role that children’s
temperament may play not only in relation to skill development but also in relation to teachers’ responses
to a child’s behavior.
Keywords: Temperament; Teacher-child interaction; Skill development
Infant engagement in child care: effects of child characteristics
Ana Isabel Pinto, University of Porto, Portugal
Vera Coelho, University of Porto, Portugal
Sylvia Barros, School of Education-Polytechnic Institute of Porto, Portugal
Carla Peixoto, School of Education-Polytechnic Institute of Porto, Portugal
Joana Cadima, University of Porto, Portugal
Manuela Pessanha, School of Education-Polytechnic Institute of Porto, Portugal
extremely important for social development (Gartstein & Rothbart, 2003) its association with engagement
in infants has not been analyzed.
By comprising children’s interactive competences in natural settings, engagement is a measure of
individual performance while simultaneously illustrating the quality of children’s daily life experiences. In
this paper, engagement has been conceptualized as ‘‘the involvement of situationally appropriate
interactions with the physical environment, materials, or other persons’’ (Bailey & Wolery, 1992, p.37).
The aim of this study is to describe infants’ engagement in daycare contexts during free play and to
analyze effects of child characteristics, namely developmental age and child temperament on the
proportion of time children spend actively engaged and nonengaged.
Data is part of a larger project on infants’ level of adaptation in transition from home to daycare .
Ninety infants attending daycare settings in the metropolitan area of Porto participated in the study.
Individual engagement was observed using The Individual Child Engagement Record–Revised (ICER;
Kishida & Kemp, 2009), a momentary time sampling procedure coding four engagement types (active and
passive engagement, active and passive nonengagement), the presence of interaction, and interaction
partner (adult/peer). Child development was assessed using the Griffiths Mental Development Scales
(1984; adapted by Castro & Gomes, 1996), and children´s temperament was assessed through the Infant
Behavior Questionnaire (Rothbart, 1981).
Results confirm and expand data from previous studies by documenting the relevance of observing
young children’s engagement. Infant’s active engagement was positively associated with children’s
developmental status; child nonengagement was found to be influenced by negative affect and not by
developmental outcomes. Data also shows that infant temperament dimensions present diverse levels of
association with child engagement. Implications for educational practice with infants in center-based
childcare contexts are discussed as well as possible moderation effects of temperament characteristics on
the impact of child development status on children’s engagement.
Keywords: Infant engagement; Child care context; Infant characteristics
Paper session 2
Abstract:
The quality of child engagement has been studied as a relevant factor for learning and development in early
ages, as young children learn while playing and participating in natural occurring activities.
Studies on the determinants of child engagement note that, besides the associations between
center-based childcare quality and engagement (Aguiar & McWilliam, 2012; Pinto, 2006), child individual
features (namely developmental status and temperament dimensions) influence the level of children’s
engagement (McWilliam & Bailey, 1995; McWilliam et al., 1985). Associations between engagement and
developmental outcomes suggest that engagement is both a necessary condition and an indicator of
developmental change (Pinto et al., 2006) highlighting the possible mediational role of engagement in the
relationship between childcare quality and developmental outcomes (Raspa et al., 2001). Dimensions of
temperament in toddlers were found to be associated with engagement in childcare (Pinto, 2006; Poppe,
2003). When considering interaction terms between engagement predictors at child and classroom levels,
results suggest that certain temperament dimensions tend to show a different fit for childcare contexts
with different quality characteristics (Pinto, 2006). Although infant temperament has shown to be
39
Professionalism, routines and reform processes in German Early Childhood Education and Care. A
multi-perspective study
Insa Barkemeyer, University of Vechta, Germany
Anke König, German Youth Institute, Germany
This presentation has been cancelled.
Abstract:
The present study focusses on daily routines of preschool teachers and heads of preschools in Germany.
Starting point of the research were studies that have shown that competences of staff in ECEC are the key
to high quality (EPPE 2004). Aim of the study is to find out which routines hinder and which support high
quality pedagogical practices in different ECEC facilities. Additionally the state of reforms in German ECEC
shall be identified.
During the past years preschool in Germany faces increasing demands on reforms, focusing on language
and literacy development, implementation of a preschool education framework or the connection between
preschool and primary school. These reform processes face a lack of knowledge about preschool
professionals’ practices. To implement reforms it is necessary to know which tasks preschool professionals
really fulfill and which routines they follow in their daily work. Only if we gain more information about
their daily work routines we are able to identify those tasks and routines which have to be changed in
order to carry the reforms into effect.
Most quality studies measure quality of ECEC with special focus, e.g. pedagogical quality (NICHD
2000; EPPE 2004; Tietze et al. 1998). The following study combines different perspectives and notices also
40
daily routines. The research is based on professionalism theories (Dippelhofer-Stiem 2012) and
educational reform concepts, e.g. language support or management strategies.
In the study we apply a multi-perspective design. We used qualitative research methods as well as
quantitative methods.
To adjust researchers’ and practitioners’ view on daily routines, the practitioners’ were observed
for one workday by a structured observation with time-event-sampling as well as the practitioners’
journalized their workday in self-completion protocols. Application of the Early Childhood Environment
Rating Scale (Siraj-Blatchford et al. 2010) confirmed an average quality of the participating institutions
(Mean= 4,6; SD= 0,46) and ensures comparability to other ECEC research. Furthermore we worked with
quantitative data collection by using questionnaires, leading to representative information on
practitioners’ routines. We finally hold two focus group discussions to investigate practitioners’ reflections,
pedagogical orientations and constructs of knowledge considering their tasks.
First findings show that daily routines have a similar structure in different facilities. The most
common activities were “Organization/Administration”, “Domestic Tasks” and “overview of the situation”.
These categories seem to dominate daily routines, regardless to the qualification, the facility or group
constellation. Furthermore the results show that German preschool teachers are aware of the assignment
to fulfill educational aspirations, which are required by the educational curriculum but the realization of
the educational curriculum for preschools only arrived on the surface. Nevertheless the most common
noted Area of Education was “Language and Speaking”. But in all group compositions the most frequent
activities were not linked with educational aims.
Keywords: Professionalism; Daily routines; Preschool teachers
Infusing Service Learning into a new elementary school Teacher Education Program: - towards
social justice and an ethic of Care
Nadine Petersen, University of Johannesburg, South Africa
Gadija Petker, University of Johannesburg, South Africa
Abstract:
This paper focuses on the challenges of educating elementary school teachers for democracy and
citizenship in South Africa. Despite twenty years of democracy, and much educational reform, in our
experience the training of elementary school teachers lacks an explicit focus on learning to practice social
justice and care. Towards this end the Department of Childhood Education at a Johannesburg-based
comprehensive university implemented an integrated, curricularised service learning approach, framed by
theories of social justice and care, into its elementary school teacher education programme utilising
primarily the university teaching school*.
We draw on literature in service learning and pre-service teacher education which argues for
socialising student-teachers into the civic and caring components of being a teacher (Freeman & Swick,
2001). This research suggests that service learning provides a powerful pedagogy for enhancing students
understanding of caring and their development of caring perspectives and behaviours (Noddings, 1992).
We also draw on literature in the field of social justice teacher education, which aims at developing
teachers as agents of change to combat injustices in schooling (Zeichner, 2009; Chapman & West-Burnham,
2010). In this respect, we focus specifically on studies that argue for the efficacy of integrating social justice
oriented concepts and practices into a coherent teacher education programme (Darling-Hammond, 2006;
Moule, 2005) and the value of service learning pedagogy for this purpose (Kahne & Westheimer, 1996).
Service Learning is thus integrated throughout the first three years of the programme with each section
playing a very specific role.
We used a qualitative case study design (Yin, 2010, Stake 2005) as we investigated a phenomenon
that had identifiable boundaries (Merriam, 1998). The boundaries of the system are the teacher education
programme, its students, staff and the teaching school at which students do their service. This research
41
addressed the following research question: What is the influence of service learning at a university
teaching school on student teachers learning and practicing social justice and care in an elementary teacher
education programme?
The findings indicate that students were moved beyond clinical learning to developing an ethic of care and
social responsibility; that there was greater cultivation of caring professional learning communities
through teamwork and that service learning enabled enhanced communication modes that crossed the
racial and cultural divide. The most significant aspect of the data was the close integration of the teaching
(lab) school and the university and how the students working here for their service learning projects
united the service learning curriculum like few we have witnessed before (Petersen, 2007); students were
more engaged in the service experience than other students who worked at ad hoc sites.
* A teaching school is also known as a training school or lab school in other contexts
Keywords: Service Learning in elementary school teacher education; Teaching (lab) school; Social
justice and care
The nature of meaningful student-mentor –relationships in preschool teacher education
Tarja Liinamaa, University of Jyväskylä, Finland
Abstract:
The aim of this study was to elaborate the nature of meaningful mentor-student relationships related to
their learning expertise during practice periods in preschool teacher education. The student-mentor
relationship has been considered a crucial cornerstone for student teachers´ learning of teaching practices.
In this study, expertise was seen as a socially and culturally developing process.
There were three main research questions: 1) What kind of meaningful features of mentor-student
relationships can be found based on students’ experiences? 2) What kind of meaningful features of mentorstudent relationships can be found based on mentors’ experiences? 3) What kind of similarities or
differences are there between students’ and mentors’ meaningful features based on their experiences?
The study employed the phenomenological approach and the analysis was performed as a datadriven process. The data were gathered from interviews of students and their mentors (N=5). As
supplementary data there were diaries and audio-recorded discussions of students and mentors.
The nature of meaningful student-mentor –relationships appeared to be based on three themes.
Firstly, the relationship was realized as a process. The importance of the beginning of the practice period
was highlighted, but at the same time it was a continuously developing process. The development of
meaningful relationships was found in interactions and also in pedagogical activities. Secondly, the quality
of interaction appeared important in meaningful relationships. The features of dialogical interaction and
equality were emphasized, as well as interdependence in interaction. The different orientations of students
and mentors revealed their different ways of making sense and meaning of the phenomena. Students´
orientation emphasized individuality and mentors’ orientation emphasized more community-based
processes. Thirdly, the significance of environment (social, physical and pedagogical), especially the
significance of community in the day care centre was definite. Students underlined the possibility of
participating in and attaining the experience of belonging in the community. The mentors emphasized the
community as a collegial team working to mentor and collaborate with the student. It was challenging for
mentors to work contemporaneously in many roles: as preschool teachers, as members of community and
as mentors.
In conclusion, the study emphasizes the importance of pedagogical interaction and negotiation
based on dialogical features of interaction. It also reveals the need to conceptualize mentoring as
multioccupational and highlights the opportunities for collaboration in the whole community during
practice periods. That challenges communities of day care centres to develop and see their communities as
learning environments for all participants.
Keywords: Preschool teacher education; Mentoring; Student –mentor relationship
42
Film as pre-service teacher education genre in the teaching of developmental cognitive psychology:
the case of mathematical cognition studies
Lara Ragpot, University of Johannesburg, South Africa
Abstract:
Researchers in the cognitive and neurosciences, like Winner and Hetland (2007), are of the view that the
arts support learning across multiple domains, for example envisioning mental images to perceive in novel
ways. Cross, Hamilton, & Grafton (2006), have demonstrated how music and dance assist memory
processes through the mediation of mirror neurons. Stevenson and Deasy (2005), identified learning
capacities that the arts foster, such as persistence in sustaining concentrated attention to a task, and
symbolic understanding by using multiple modes to communicate ideas. Pesecosolido (2007) reports that
given the visual orientation of many students in the current generation’s popular culture materials, like
social media and reality television, short films can be a useful set of tools in assisting students’ learning. If
these studies offer us a vision of learning in the classrooms of the future, I propose that higher education
will need to prepare pre-service student teachers to design multi-modal class activities, which will engage
learners in divergent thinking and innovative problem solving.
The paper will discuss research on how a film was utlised as a teacher education genre for
elementary pre-service teacher students of developmental cognitive psychology. The students (together
with some children) acted in a six part film on young children’s mathematical cognition, based on a model
of the hierarchical building of mathematical concepts (Fritz et al., 2013). Film as a medium, was employed
to assist them to move from one way of understanding child mathematical cognition (tacit understanding),
to another (a theoretical model of mathematical cognition, Fritz, et al). During the making of the film the
students were able to gradually “bootstrap” (Gilbert, 2005, p.5) what Carey (2009) refers to as conceptual
system 1 (CS1) and conceptual system 2 (CS2). The film was furthermore utlised in lectures as a teaching
tool for other pre-service elementary teacher students. They reported that seeing their fellow students in
action with elementary school children (in classrooms scenes and everyday contexts - such as a mother
baking with her young children), cross articulated the theories that they were learning into practice. In
their words: “the theory became alive”. In the paper I will report on the detail of the students’ conceptual
change-in-progress and how they adapted their discourse on children’s early mathematical cognition,
through the medium of acting and film. The findings suggest that film might be useful in elementary preservice teacher education, in the preparation of a new generation of teachers who will teach a new
generation of children with divergent learning needs in the 21st century.
Keywords: Mathematical cognition; Film; Pre-service teacher education
Paper session 3
The joy of reading (LUKUINTO)
Annette Ukkola, University of Oulu, Finland
Riitta-Liisa Korkeamäki, University of Oulu, Finland
Abstract:
Finland has been a long-time leader in education, scoring at the top of international assessments, although
proficiency in reading literacy has continuously decreased among Finnish students ever since the first
OECD comparison of the PISA (Program for International Student Assessment) test results. In 2013 Finland
was not any longer at the top of international test rankings.
The aim of the Finnish National Core Curriculum for Basic Education is that the students should
experience reading as an interesting and motivating activity and that they should be active readers.
Reading motivation in turn is related to literacy achievement. Interestingly, even though Finnish students
43
perform well, recent research has shown that motivation for and engagement in reading is lower among
Finnish students than in almost any other OECD country.
Concerned about these issues, the Ministry of Education and Culture launched a literacy program
called “The Joy of Reading” which is being implemented by the University of Oulu in the years 2012–2015.
The participants include students (6–16 years old), teachers, librarians and parents. The Joy of Reading
aims to support students' multiliteracy skills and desire to read and write by using different kinds of texts
including digital texts and media in general. Another goal is to create a co-operating model for teachers,
librarians and students' parents to enhance their awareness, expertise and resources to enable children to
engage in multiliteracy activities.
The program is based on a bottom-up approach which means that the participating schools and
libraries take responsibility for the program at the practical level. Its operating model and the training
format developed during the program are based on extensive piloting carried out in 2013–2014. The
schools and the libraries together with their co-operation partners, such as local newspapers and sports
clubs, develop ways in which these institutions can collaborate to improve teaching and learning.
The goal of the co-operation within the pilot project is to develop a comprehensive and permanent
Joy of Reading community to enhance multiliteracy skills and the desire to read in both schools and homes.
The operating models and training formats developed during the pilot year will be adapted into a practical
form so they can be applied in different environments. The best methods will be distributed nationally in
the school year 2014–2015.
The students play an important role in the testing of appropriate activities to inspire their own age
group, with the parents contributing to the efforts to inspire the children to read, making use of the
children’s learning outside the school.
To find out the best practices, mixed methods are used. Quantitative data is and will be collected by
electronic background questionnaires from the pilot groups and control groups. Young children will have
assisting older students to help them. Ethnographic type of data will be collected by observing the pilot
groups and by interviewing the participants.
The presentation will include some initial results from the questionnaires and outline examples of
the best practices.
Keywords: -;-;Peer teaching as a predictor of reading motivation and literacy achievement among standard two
children in Nairobi and Tharaka –Nithi counties, Kenya
Doyne Kageni Mugambi, Kenyatta University, Kenya
Abstract:
Peer teaching lays an essential foundation for subsequent reading motivation and literacy achivement. Peer
teaching demonstrate that young children do not begin learning only when they join school nor is learning
confined to the classroom situation (Mweru, 2009). While we recognize that children learn a variety of
skills from each other inside and outside classroom, the role of peers in learning to read has received little
attention. More often, teachers and educators have viewed peer influence as having a negative force among
children. Quite often, teachers prevent peer influence as a way of maintaining class discipline and control.
Yet studies in peer mentoring indicate that peer teaching can enhance instructional outcome hence a
peoples’ economic growth.Despite the increased attention given to children's early literacy development,
gaps remain in our understanding of what is actually the role of peer teaching in children’s reading and
literacy achievement. The purpose of this study is therefore four fold; (1) to find out the role of peer
teaching in reading motivation among children (2) to examine the role of peer teaching in literacy
achievement in children , (3) to find out the extent to which teachers use peer teaching approach in
teaching literacy among children. (4) to explore effective ways in which teachers ought to use peer teaching
to enhance literacy. This study will draw participants from Tharaka-Nithi in Eastern and Nairobi regions in
Kenya. Nairobi has been sampled because most parents are either employed or self employed and have
44
house helps who take care of their children in their absence (Mugambi, 2008). In this set up parents might
tend to restrict their children from going out and playing with other children hence deterring peer
teaching. Tharaka-Nithi is a rural set up where people are basically agricultural. Peer teaching might be a
common phenomenon as children are likely to be left alone while parents tend their farms. This is
supposedly a setting where children have ample time for peer teaching. The county has also been posting
poor performance in reading among primary school children (Miriti, 2009). Four to eleven year old
children will be sampled. This is because during this age the children have great interest in learning
(Malley, 1991) . The study will employ a cross sectional survey design .A quasi experimental method will be
utilized for the purpose of this study. Qualitative methods will be used to collect data. Prior to data
collection, sampled schools will be visited to create rapport after which data collection will commence .The
research will be confined to reading fluency and spelling. A pre- test and a post test will be conducted .
Qualitative data will be presented descriptively while the quantitative data will be presented in form of
frequency tables, graphics and charts.
Keywords: Peer teaching; Reading motivation; Reading achievement
The status of early grade reading acquisition in Cinyanja among Zambian children
Francis K. Sampa Center for Advanced and Promotion of Literacy in Sub-sahara Africa (CAPOLSA),
University of Zambia, Zambia
Abstract:
This paper presentation is aimed at establishing the status of reading acquisition among Zambian children
in ciNyanja and shares findings based on Early Grade Reading Assessment test that was conducted in
October /November 2012. The assessment was aimed at finding out the levels of reading represented by
samples taken from two demographically different groups of grade 2 learners, rural and urban, who were
learning to read in a familiar language ciNyanja. According to Ried Lyon (et al.) (1988) “ The ability to read
and comprehend depends upon rapid and automatic recognition and decoding of single words and slow
and inaccurate decoding are the best predictors of difficulties in reading comprehension.
Research questions
1. What is the status of early grade reading acquisition in a familiar language by grade 2 in primary schools
in Zambia?
2. Does the reading status of children instructed in rural versus town schools differ?
3. What are the differences in reading performance in familiar languages between boys and girls?
Method
A study of random samples of 193 learners in rural Katete and 172 learners in urban Lusaka districts who
learned to read and write in ciNyanja. The learners were assessed in letter sound knowledge, non-word
decoding/reading, oral passage reading, reading comprehension, listening comprehension, English
vocabulary and orientation to print.
The results concerning group difference between rural and town children and boys and girls were
analyzed by using the Mann-Whitney U tests because of the non-normality of the samples and especially
the huge zero peak.
Results: Comparing the letter sound knowledge between Lusaka and Katete districts there was a
statistically significant difference (U=14379.00,p=.025). The Katete mean rank scores (171.5) were lower
than the Lusaka mean rank scores (195.9) in letter sound knowledge. There was also a statistically
significant difference in English vocabulary (U=4910.50, p=.000) with Katete mean rank scores (122.44)
lower than Lusaka mean rank scores (250.95). While the rural sample in Katete performed significantly
better than the Lusaka sample on listening comprehension (U=19475.00, p=.001) with mean rank scores of
197.91 and 163.94 respectively. For non-word decoding (U=17487.50, p=.217), oral passage reading
(U=17487.50, p=.217), there was no difference between Katete and Lusaka, both groups did not perform
well. There was also significant difference between the districts in orientation to print (U=1251.000,
p=.000) and reading comprehension (U=1686.00, p=.000). The Katete mean rank score was 161.33 and
45
Lusaka mean rank score was 206.4 in orientation to print. While Katete mean rank score was 105.74 and
Lusaka mean rank score was 164.67 in reading comprehension.
In terms of boys, there were significant differences in English vocabulary (U=1102.50, p=.000),
orientation to print (U=2850.50, p=.008) and reading comprehension (U=298.00, p=.000) in the Lusaka
sample. Lusaka sample performed better in these three tests. In the Lusaka sample there was significant
difference on listening comprehension (U=4239.50, p=.008) with Katete sample doing better, but there was
no gender differences in performance on non-word word (U=3940.50, p.094) and oral passage reading
(U=3933.50, p=.076). In Katete rural sample there were no gender differences on these three tests.
Comparing the girls’ scores, there were statistically significant differences between Lusaka and
Katete with girls better in English Vocabulary (U=1418.50, p=.000), Orientation to Print (U=3307.00,
p=.000), Reading Comprehension (U=529.00, p=.000) and Listening Comprehension (U=5548.50, p=.019).
Mean rank scores for Lusaka sample were better on English vocabulary, orientation to print, reading
comprehension and letter sound knowledge compared to Katete sample. The scores were the same on nonword decoding.
Interpretation of findings
The Lusaka-Katete comparison does reveal some convincing differences on the three sub-tests. The
rural sample in Katete performed significantly better than the Lusaka sample on listening comprehension,
whereas the urban sample performed significantly better than the rural sample on English vocabulary and
on orientation to print. Those findings are consistent with theoretical expectations, since the version of
ciNyanja used in the listening comprehension test was closer to the standard rural dialect of ciCewa spoken
in Katete rural district than to the urban variety spoken in Lusaka, known as Town Nyanja. Learners in
Katete belong to an area where more or less everyone speaks Cinyanja as a family language and at school.
Lusaka urban sample were exposed to general range of opportunities for acquiring the emergent literacy
skills assessed to generally perform better than Katete rural sample.
Keywords: Status; Reading; ciNyanja
The effect of gender, SES and language on the development of pupils’ spelling skills at grade one
Minna Mäkihonko, University of Eastern Finland, Finland
Leena Holopainen, University of Eastern Finland, Finland
Airi Hakkarainen, University of Eastern Finland, Finland
Arno Koch, Justus Liebig University, Germany
Doris Kofler, Free University of Brixen, Italy
Abstract:
Spelling is one of the central literacy skills together with reading and oral language during school years.
Spelling is more complicated than the other two skills reading and speaking because there are often several
possibilities to write a word phonologically correct. Cross-language studies demonstrate that basic spelling
skills are acquired faster in languages with high degree of phoneme-grapheme consistency like Finnish and
Germany (Wimmer & Landerl, 1997). According to the previous studies (e.g. Koch 2008; Landerl, &
Wimmer, 2000) development of spelling is interesting phenomena and differ from development of reading
skills. For example German-speaking dyslexic children show major difficulties in orthographic spelling.
Thus far there are very little studies about Finnish and Germany pupils’ spelling skills development,
variables which predicting and explaining the development of spelling.
The aim of this study was to investigate primary school pupils’ development in spelling. This aim is
divided into the following research questions:
1) How pupils’ spelling skills is developing during the first school year?
2) Are there differences in pupils’ spelling skills between Finland and Germany?
3) Does the model of development of spelling skills stay the same when the effects of gender and SES
(parents’ educational background) are controlled for?
46
This presentation is a part of the study of the development of reading in two orthographies in three
countries (Finland, Germany and Italy). The study examines the learning and school work of around 800
first and second grade pupils in years 2010-2012. In this presentation the population consist of 470 grade
one primary school pupils in Finland and Germany. Repeated measures of variance analysis were used as
statistical method when analysing the development of skills and differences between groups in spelling.
The results indicate that the development of spelling is fast especially between first and second
measurement points in both languages, Finnish and Germany. Between second and third measurement
points the development still continues but in more stable manner. Still, the development in spelling skills
was significantly different between Finnish and German pupils, Finns being significantly skilled than
Germans. When gender and SES were added to the model as covariates, the model remained the same; the
differences between Finnish and German pupils’ spelling skills development still remain the same.
Spelling skills’ development begins during the pre-school (Garton & Pratt, 1998; Mäki 2002;
Pontentecorvo & Orsolini, 1996). Almost 100 percentages of Finnish children enter the primary school via
preschool. Girls outperformed boys in spelling skills in both countries. The explanation for the variation of
the pupils’ spelling skills between countries and sex will found by studying teaching materials and
methods, school support system and social variables like pupils’ socio-emotional skills, social class climate
and parents support to the pupils.
Keywords: Spelling skills; Different languages; Gender
14:30-15:30
Experiential Learning – A case study of school gardening in a Hong Kong kindergarten
Chung Lai Ping, The Hong Kong Institution of Education, China
Abstract:
School gardens have become popular in schools globally in the last decade as a response to concerns over
societal problems and learning. School gardening provides direct experiences to children and benefits them
by offering open environment for them to learn from the nature, transforming the way children perceive
learning. This study is based on the theoretical framework in Experiential Learning. Dewey believes that a
school garden could provide connection between children and their daily environment. He posits that all
learning takes place within social context, and that experiential learning should allow knowledge to be
organized in real-life experiences within that social environment, which is the first step to helping children
to become lifelong learners. This study adopted an inductive approach and used qualitative case study
methods in a purposive Hong Kong kindergarten. The research questions were how the gardening
workshops implemented in the school gardens and what the children learned when they took part in the
gardening workshops. Unstructured and impressionistic observations, semi-structured individual and
group interviews, documentation and physical artifact were used to collect information. This study found
that the children had less than expected experiential learning during the process of gardening workshops.
Less choice, less free time for children to explore and interact with the garden environment and people,
more waiting time, lots of structured and controlled interaction through adults’ regulations, rules and
guidance, as well as influence of adults’ different strategies on children’s performance were the reasons
found.
Keywords: School gardens; Experiential Learning; Children
Gender and social-emotional difficulties among toddlers
Päivi Pihlaja, University of Turku, Finland
Jenni Fyrsten, University of Oulu, Finland
Anne Kaljonen, University of Turku, Finland
Poster Session 1
Reading, writing, math skills and social-emotional development among 6 and 7 years old children
Piotr Rycielski, Educational Research Institute (IBE), Poland
Olaf Zylicz, Educational Research Institute (IBE), Poland
Radoslaw Kaczan, Educational Research Institute (IBE), Poland
Ludmila Rycielska, Educational Research Institute (IBE), Poland
Sylwia Grodecka, Warsaw School for Social Psychology, Poland
Abstract:
During last years Poland is implementing major change in the educational law. Due to this change the age of
compulsatory school start will be lowered by one year from 7 y.o. to 6 y.o. In the transition period the
parents of 6 y.o. children have a choice whether to send their children to elementary school or to keep them
in the preschool facilities. The presented results are derived from the study , which focused on the
diagnosis of the level of skills of the children of six - and seven -year-old attending different types of
institutions . Tests carried out on a representative random sample of children 6 and 7 years olds (N = 3029)
. The study used Skills Test at School Beginning (TUNSS). The study was carried out in two stages ( autumn
2012 and spring 2013). Twice was measured mathematics and science skills and reading and writing skills.
Longitudinal measurement allowed to estimate the increase in the skill level of the children during the
school year. There were also several measures of social and emotional development included in the study.
The results indicate that regardless of the educational pathways of children have made progress
and increased their level of skills : the largest increase of math skills and reading skills occurred in the
group of six year olds attending the first class of primary school, and writing skills have made the most
progress among children of six and seven in the elementary schools.
Keywords: school entry age effect; math, reading, writing skills; social-emotional development
47
Abstract:
In this study we examine the occurrence of social-emotional difficulties among 18-month old children (N=
1134) and the gender differences. The estimate of general prevalence of children’s social and emotional
difficulties has been for years around 15-20 percentage (Puura et al 1995; Walker et al. 1995). In Danish
study 18-month-old´s mental health problems´ prevalence was 16-18% (Skovgaard et l. 2007). These kinds
of difficulties are more often identified with boys but also girls seem to have problems. By many researches
child gender is a contributor to trajectories of externalizing problems and behaviour. Boys participate more
often aggressive and conflicted interactions than girls both in Finland (Pihlaja 2001, 2003; Kuula 2000;
Seppovaara 2001) and internationally (Godge, Cole, & Lynam 2006; Miner, & Clarke-Steward 2008; Rubin
et al 2003).
Addressed problems are divided in this study to internalizing, externalizing, and regulatory
domains. Items also address delays and deficits in the acquisition of social-emotional competencies. (Carter
& Briggs-Gowan 2006.)
This study is quantitative by nature and we have used Brief Infant Toddler Assessment in our study
(Carter & Briggs-Gowan 2006.). In all tests, P-values less than 0.05 were considered statistically significant.
The permission to this study is from every participant who are not identifiable.
Main finding or discussion: In this data the occurrence of possible problems was 15% and the
difference between girls and boys was not statistically significant. Instead, difference in competence delay
between girls and boys was significant so that boys were more often delayed in their socio-emotional
competence than girls. The results make us researchers reflect the process of education and upbringing.
How can we support the social emotional learning of both genders?
48
Keywords: -; -; -
Lok Lun Cheung, Coventry University, UK
Early home and preschool learning environments and their relations with early literacy skills: The
role of children’s behavioral self-regulation
Anika Fäsche, University of Freiburg, Germany
Antje von Suchodoletz, University of Freiburg, Germany
Abstract:
Reading and writing are fundamental skills for a successful mastery of adjustment (Wilson & Trainin,
2007). Even at preschool entry interindividual differences exist in respective precursor skills (Dornheim,
2008). How parents and teachers actively or passively create an attractive learning environment at home
or in preschool influence the development of these precursor skills (Niklas & Schneider, 2013; Belsky et al.,
2007). However, only few studies simultaneously examined contextual and individual factors, such as
children’s self-regulation. It is widely known that children with a delay in their development of selfregulation have more difficulties meeting academic demands later on (Blair, 2002; von Suchodoletz et al.,
2013).
The present study investigated the role of both, structural and quality factors of the family and
preschool learning environments and individual level factors (i.e., self-regulation) for children’s early
literacy skills. Participants were N = 218 children (49% girls), their mothers, and 63 teachers at the end of
the first preschool year. Mothers reported on the quality of the home learning environment (Niklas &
Schneider, 2010) and family background indicators (parental educational level, family’s migration
background, socio-economic level). Teachers reported on structural factors in the preschool classroom
(child:teacher ratio, number of children with migration background, gender ratio, mean age). Teachers’
classroom organization and instructional support was observed using the Classroom Assessment Scoring
System (Pianta, La Paro, & Hamre, 2008). Children (Mage = 37.57 months, SD = 4.39) were tested on their
comprehension and imitation of grammar structures (HSET; Grimm & Schöler, 1991), vocabulary (PPVT-4;
Dunn & Dunn, 2007), and their behavioral self-regulation (HTKS; Cameron Ponitz et al., 2009). Analyses
were controlled for children’s age, gender, and hours per day spend in preschool.
Preliminary results of multi-level regression analyses with Bayes estimation revealed that (a) the
quality of the home learning environment was positively related with comprehension, but not with
imitation of grammar structures or vocabulary; (b) the family’s migration background was negatively
related with vocabulary and imitation, but not with comprehension of grammar structures; (c) the quality
of the preschool environment (i.e., classroom organization, but not instructional support) was positively
related to the comprehension of grammar structures; and (d) children’s behavioral self-regulation was
positively related with vocabulary, and imitation and comprehension of grammar structures. There were,
however, no relations between the quality of the preschool learning environment and imitation of grammar
structures and vocabulary, nor between any of the structural characteristics of the preschool context and
children’s academic precursor skills.
This study emphasizes the differential importance of structural and quality factors of the family and
preschool learning environment as well as individual level factors for the development of academic
precursor skills in early childhood. Implications of the results will be discussed regarding future research
as well as their practical relevance for the promotion of the development of children’s academic precursor
skills. Additional longitudinal data will be included in the final analyses for the poster, in order to facilitate
a discussion of results in view of the development across preschool age.
Keywords: Early home and preschool learning environments; Children's self-regulation; Early
literacy development
Animation and young children’s learning
So Fong Ngan, Hong Kong Institute of Education, China
49
Abstract:
The paper aims to present a study about applying a new developed animation in teaching visual art
elements and the Hong Kong buildings for young children. The researchers showed the animation which
illustrates three special Hong Kong buildings: Hong Kong China Bank Tower, Hong Kong Convention and
Exhibition Centre and Former Kowloon- Canton Railway Clock Tower, with the visual elements such as
circles, squares, triangles and lines…. Two principals, nine teachers and seventy-eight 4-6 year old children
of two schools watched the animation twice in their own school. After that, young children were asked to
draw what they liked or disliked. During their drawing, some individual interviews were conducted.
Classroom observations, children’s drawings and interviewed-note were collected as the data to
evaluate young children’s learning. In addition, principals and teachers were invited to fill in questionnaire
for additional data source. Thematic analysis and statistic analysis will be used to analyze the data. Finally,
the paper will discuss the implication for further investigation.
Keywords: -;-;Challenges on measuring self-regulation: Do direct measures and informant ratings assess the same
construct?
Fitim Uka, New York University Abu Dhabi, United Arab Emirates
Antje von Suchodoletz, New York University Abu Dhabi, United Arab Emirates
Ross A. A. Larsen, Virginia Commonwealth University, USA
Abstract:
Since the 1990s, self-regulation and related constructs has become a prominent topic of research in
psychological science recognizing the importance of self-regulation for adaptive functioning in many areas
of life including academic performance and learning (Baumeister, Vohs, & Tice, 2007; Blair, Calkins, &
Kopp, 2010; Duckworth & Kern, 2011; Schunk & Zimmermann, 2007). At the same time, multiple types of
measures have been developed to assess self-regulation, such as performance-based direct measures or
informant ratings. However, less is known whether varied measures tap the same underlying construct.
The present study investigates the association between different methods of assessing self-regulation in
young children using a confirmatory factor analysis approach. Moreover, relations between different
measures of self-regulation and emergent vocabulary and math skills were examined. Participants were
150 preschool-aged children (50.7% girls). They were recruited in 5 urban centers in Kosovo, a lowermiddle-income region in southeastern Europe with around 10% attendance rate in early childhood
education.
In the present study, we used measures that span multiple dimensions of self-regulation including
overt individual and social behaviors as well as cognitive processes underlying self-regulation. The study
involved multiple assessments, including direct assessments, parent- and teacher-reports and assessor
ratings. Findings indicated positive correlations between direct measures, teacher and assessor ratings but
not with parent ratings, same as it was shown in previous studies, were moderate cross-method
correlations were found (Duckworth & Kern, 2011; Toplak et al., 2013). Furthermore, the present study
revealed that performance-based assessments were most strongly and uniquely related to emerging
academic skills when all dimensions of self-regulation were included in one single model.
Taken together, the present findings suggest that advances in the measurement of self-regulation in
young children should follow a multi-method and multi-dimensional approach. Moreover, the study adds to
current efforts of understanding children’s skill formation in low- and middle-income countries and might
lay the ground for originating a campaign in Kosovo with a focus on the importance of self-regulation for
children’s learning and development.
Keywords: Self-regulation; Measurement; Early childhood
50
Do preschoolers in German kindergartens profit from literacy-centers?
Susanne Geyer, University of Augsburg, Germany
Andreas Hartinger, University of Augsburg, Germany
Gisela Kammermeyer, University of Koblenz-Landau, Germany
Home and school factors influencing early reading fluency among eight year-old pupils in primary
schools in Kiuu division, Ruiru district, Kenya
Tabitha Wangeri, Kenyatta University, Kenya
Abstract:
There is general consensus that young children display many capacities which can be viewed as relevant to
their literacy development, before they have had any formal literacy instruction at school. However,
research found that in Germany children from a lower socio-economic or migration background are
disadvantaged (National Report on Education in Germany, 2006). Therefore it is essential to find different
ways to support all children appropriately with early literacy before entering school.
According to the concept of “emergent literacy”, literacy development depends strongly on daily
experiences with written language (Whitehurst & Lonigan, 1998). One possibility to stimulate
kindergarteners´ interests, is to enrich their play settings with print. Those literacy-centers result in high
increases in emergent reading and writing activities during play (Roskos, Christie, Widman & Holding,
2010). Another approach is based on international research on phonological awareness. Results from
different meta-analysis (Bus & van Ijzendoorn, 1999; Ehri, 2001; Hartmann & Studer, 2013) indicate that a
combined training of phonological awareness and letter-sound correspondence can be very effective for
preschoolers with lower phonological skills in order to benefit their acquisition of the alphabetic principle.
The aim of this study is to investigate whether a combination of meaning-focused (e.g. “literacy-center”)
and code-focused (e.g. “phonological tools”) literacy activities in kindergarten enhances pupils´ reading and
writing development at the beginning of elementary school.
Two questions will be answered:
1. Can initial sound training, letter-sound correspondence and letter knowledge introduced during a child´s
acquisition of the alphabetic principle intensify the
child´s reading and writing skills?
2. Can this training be integrated in daily kindergarten work for children at risk and children not at risk so
there will be positive effects in the children´s cognitive efforts and no disadvantage to motivation and
interest in writing?
About 225 five-year-old children participated in a non-representative study in 14 Bavarian
kindergartens. Two preschool measurement points started one year before school entry, a third
measurement point was realized in grade 1. The kindergartens were randomly assigned to two treatment
groups and the control group:
• experimental group 1 was trained in phonological awareness and participated in reading and writing
activities (e.g., plays, songs, rhymes) at literacy-centers;
• experimental group 2 did the same, but had a sound table showing a picture of an animal and the initial
letter of the name of the animal (for example, a picture of a bear and the upper case letter B);
• the control group passed the evidence-based training of phonological awareness “Hören, lauschen, lernen
1” (Küspert & Schneider, 2008).
Preliminary findings after a seven-months-intervention showed comparable training gains. The
additional offer of an initial-sound table did not affect preschoolers´ outcomes. Concerning motivation
there were no disadvantages for literacy-treated children.
In conclusion preschoolers do profit from literacy-enriched play settings just as well as from
training programs. Taking into account the heterogeneity of children, literacy-centers are clearly one
pathway to educationally beneficial outcomes. Data-analysis of the implementation (by kindergarten
teacher logs, by assessment of the quality) indicates that a high quality of instructional literacy support
should be provided in early childhood education.
Keywords: Intervention; Literacy-Center; Phonological Awareness
51
Abstract:
The study intends to investigate home, school and gender factors influencing early reading fluency in Kenya
among eight year-old children. To achieve this, the study will investigate the relationship between the
following factors with reading fluency; family size, availability of materials needed for school, parental
support and parental involvement in school activities. The school factors will include physical facilities,
teachers’ educational background availability of teaching and class size. Literature will be reviewed in line
with study objectives. Literature on gender differences on reading fluency and number competencies will
also be reviewed. The study will also investigate the relationship between gender and reading fluency.
Bronfennbrener (1979) ecological systems theory will be used to ground the study. The theory will be
applied in the study to show how the various environments the child interacts with determine their
reading fluency. The study will be a survey research design. The sample will consist of 200 pupils in
standard three drawn from four schools. Two of the schools will be private primary schools from the
middle income bracket while the other two will be public schools. There will be equal representation of
boys and girls in the research sample. Data establishing the home and school conditions will be collected
through a paper based questionnaire and findings presented through graphs. Data relating to pupils
reading fluency will be collected through giving the pupils a passage to read and chi squire tests will be
computed to determine the differences in reading fluency between pupils in the various strata (those with
favorable home and school conditions and those with unfavorable conditions and gender differences).
Conclusions, recommendations and challenges for the future will be determined by the study findings.
Keywords: Home factors; School factors; Reading fluency
Quality improvement of family child care
Ana Rita Barros, UIPCDE, ISPA – Instituto Universitário de Ciências Psicológicas, Sociais e da Vida,
Portugal
Júlia Serpa Pimentel, UIPCDE, ISPA – Instituto Universitário de Ciências Psicológicas, Sociais e da
Vida, Portugal
Célia Gandres, UIPCDE, ISPA – Instituto Universitário de Ciências Psicológicas, Sociais e da Vida,
Portugal
Madalena Carreira, UIPCDE, ISPA – Instituto Universitário de Ciências Psicológicas, Sociais e da
Vida, Portugal
Abstract:
We would like to present the results of a research/action project on Quality improvement of family child
care (Public-Law 158/84). This exploratory and longitudinal research had three main goals: (1) to evaluate
family child care quality in two different public agencies in Lisbon county; (2) to analyze if age, school level
and professional experience of family child care providers (FCCP), ratio support professional/FCCP and
children’s age, were related to quality; (3) to implement a consultation process; and (4) to determine the
effects of the consultation.
10 FCCP were supported by a public agency in Lisbon region and 21 by another public agency in the
city of Lisbon. Family Child Care Environment Rating Scale, Revised Edition (FCCERS-R) de Harms, Cryer e
Clifford (2007) was used and data was collect in three different moments: (1) first evaluation; (2)
consultation meeting, and (3) final evaluation. Results show that global quality is adequate/minimum. Best
results were found in interaction subscale and poor results were found in activity subscale. There were no
significant associations between quality and experience of FCCP. Age of FCCP, ratio support
professional/provider and age of the children in day care were associated with global results and results in
52
some of FCCERS-R sub-scales. We also found significant differences between the first and final evaluations
that may be explained by the consultation process.
This pilot study mentioned above will be expanded through a project that will be developed with a
PHD grant (SFRH/BD/81978/2011) in developmental psychology. This project aims to analyze the
dimensions of quality that distinguish the contexts of family daycare and regular daycare and also the
quality of interactions between family daycare providers/daycare teachers and a target child. In a second
moment, we will analyze the target child’s adaptation to kindergarten, relating it to the quality of the
context that he/she attended and to the quality of interactions developed.
Although there is Portuguese research on the quality of educational settings for preschool aged
children since 1998 (Leal, Gamelas, Abreu-Lima, Cadima & Peixoto, 2009; Pessanha, Pinto & Barros, 2009),
there is few work on the quality of these contexts for children up to 3 years old (Barros, 2007; Barros &
Aguiar, 2010; Pessanha, Pinto & Barros, 2009). All existent studies refer to regular daycare context, with
only one exploratory study on the evaluation of family childcare quality (Pires, 2009) and a pilot project
"Promoting the Quality of Care Provided in Family Childcare", in which we evaluated the quality of this
context (Pimentel, Carreira, Gandres & Barros, 2012). There are no studies assessing the quality of family
childcare context or the differences between the quality of interactions established between the child and
the family childcare provider /teacher, or comparing the impact of these two learning environments, and
their relationships to the adaptation of children to kindergarten context.
We do believe that this study is likely to offer an important contribution in this field of research,
considering the lack of studies involving children in these contexts.
Keywords: Quality evaluation; Consultation; Family childcare
Preschool children’s negotiation of ‘I-as-a teacher’ positions within dialogical space of peer teaching
Yutaka Fujita, Kumamoto University, Japan
Abstract:
Objectives: Several teaching characteristics have been investigated and summarized as human natural
cognitions by Strauss, et al. (2002). However, we could have never described precisely the developmental
processes of teaching in terms of teacher’s depth of participation into the learner’s mental processes as
thinking and learning interactions. In this study we investigate how the dialogicality function in preschool
children’s peer teaching. The dialogicality was defined by Marková(2013) as capacity of human mind to
socially engage, think, and communicate with others present not in actual but in our minds. According to
her model of dialogical epistemology, we varied as independent factor the symmetrical/asymmetrical
forms of Ego-Alter relationships and the cognitive abilities as reflection of perspectives (ToM). On the other
hand we focused as a dependent factor on describing dialogues in peer teaching based on the ‘I-as-a
teacher’ positions fluctuating among internal and external imaginal space of dialogical self (Hermans,
2001).
Methods. Participants: Twenty one 6.5-year-olds(M=6:02), eighteen 5.5-year-olds(M=5:05), and thirteen
4.5-year-olds(M=4:01) were involved. Two thirds of 6.5-and 5.5-year-old children participated as teachers.
Rest of children participated as the learners (same age or younger one).
Experimetal design: This study was executed by 2 (ToM location false belief: high, low) x 2 (ToM
knowledge change understanding: hight, low) x 2 (age of learner: same, younger) x 3 (session: instruction,
game1, game2) mixed factorial design with three between factors of ToMs and age of learner and one
within factor of session.
Teaching task: The goal of the game was to obtain and teach the eight rules of and the way to play
with the board game (Davis-Unger & Carlson, 2008).
ToM tasks: Location false belief task (Wimmer & Perner,1983) and knowledge change task (Taylor,
Esbensen, & Bennett, 1994) were carried out.
Procedure: At first, ToMs were assessed, then teaching task (how to play with the game), finally
Peer teaching session were excuted.
53
Results: (1) Two kinds of internal positions ‘I-as-a teacher’ and ‘I-as-a competitor’ were confirmed during
peer teaching processes, in which the former position reflected the interplay with learner’s learning of
eight game rules and the latter reflected actual playing without paying attention to the learner’s
understanding of rules. (2) Symbolic and linguistic abilities were very important to promote peer teaching,
and the younger children could not manage to engage in, while the older tended to lose control of the way
to teach persuasively when paired with the asymmetrical younger learner than with symmetrical same age
one. (3) Cognitive abilities of ToM were concerned with controlling the ‘I-as-a teacher’ positions in accord
with the age or the understanding level of learner.
Conclusions: The results of the relationships between internal and external positions in peer teaching
supported for engaging in exploring how the relationships among each commitment of Ego(teacher)Alter(learner), Ego-Object(knowing), Alter-Object(knowing) come to be integrated through peer teaching
participation. Finally, the encountering of the symmetrical/asymmetrical relationships between the self
integration (negotiation, contradiction, integration) and the dialogic space (disputing, fighting, negotiating,
mutual understanding) would lead to the way for building of dialogical education through peer teaching.
Keywords: Peer teaching; ‘I-as-a teacher’ position; Dialogicality
Investigation of 8-9 year olds’ scientific problem solving process
Ibolya Markóczi-Revák, University of Debrecen, Hungary
Abstract:
Problem solving is essential in life to solve social, economic and everyday problems as well. That is why the
process of teaching and learning has to be planned in such a way that students become more and more
successful in solving problems of life. To do this we need to the characteristics of problem solving. So we
investigated the structure of scientific problem solving process of 8 to 9 year olds on the basis of Pólya’s
(1957) linear model.
The aims of the study concerning natural scientific problem solving strategies performed within the
scope of the development program were the following: 1) To explore the strategic ways, elements and their
attributes appearing in the natural scientific problem solving of pupils of the lower grades. 2) To draw
conclusions about the efficiency of the applied developmental procedure. 3) To highlight the actually
realized strategic elements of problem solving in the examined age to which the planning of the process of
teaching can be built. 4) Knowing the characteristics of the strategic steps, the further development of them
for the successful problem solving.
The developmental program called the ‘Rostock Model’ is the result of international cooperation. It
examined the development of the natural scientific concept system and problem solving of the pupils of the
lower grades within the framework of an organized educational project with the participation of Hungary
and Germany between 2004 and 2008. We performed the research at the end of the developmental
program in 2008 for the consideration that the experimental program shows the actual impact concerning
the examined ability by then. Our sample was consisted of 90 (48 Hungarian and 42 German) fourth grade
students of the experimental group and 82 fourth grade students of the control group (42 Hungarian and
40 German). To examine the problem solving process elements we constructed two problem solving tasks.
We chose individual interview as the tool of the research. The assessment of answers was based on
knowledge space theory (KST).
According to the results the investigated pupils are in possession of the each elements of problem
solving process but the levels of these are different. Pupils learned the formulation of hypothesis earlier
than the formulation of problem, furthermore that the most difficult task for them is goal setting and
evaluation. Experimental group compared to the control group the evaluation and goal setting elements are
got more forward in learning pathways, and that the members of the experimental group learned the
higher level of hypothesis making earlier in comparison with the formulation of problem which is generally
precedes it.
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The problem solving ability of 8-9-years old child is very plastic. The linear model’s learning order
can be temporarily influenced by targeted teaching-learning methods. Most of the 8-9 years old students
are prepared for the learning of the formulation of problem and so the emphatic development can take
place already in the fourth grade.
Keywords: Problem solving; Rostock Model; Preschool
Shared knowledge in preschool teacher`s thinking and professional implementation
Anitta Melasalmi, University of Turku, Finland
Abstract:
1. What is the content of early childhood teacher`s shared professional knowledge, and
2. How professional knowledge is represented in early childhood practice
The theoretical orientation of this study is based on socio-cultural view, coming originally from Vygotsky`s
cultural-historical theory. According this view, in addition to inner mental processes, learning and
professionalism also develops in a social interaction and this development is always influenced by other
persons, environment and culture. (Wertsch & Toma 1995, 56.)
Nowadays expertise is being contemplated as knowledge between people and as a process during
group members join knowledge and create new knowledge. Expertise is widely contemplated to consist of
formal, practical and metacognitive knowledge. The concept tacit knowledge means wordless form of
knowledge in individual`s and common knowing (Toom 2006). To make this tacit knowledge to explicit,
one requires reflection and with this reflection process develops metacognitive knowledge. To recognize
and share this tacit knowledge, it requires participation interaction with other people.
The data consists in addition to observation notes also of videoed material, which is basic material
for video interview. From that interview generates data of pedagogue`s educational thoughts and believes.
This study is qualitative, explanatory and descriptive case study. Observation will be used to help analyzing
task and also used as a basis selecting video-clips for the str-interview. Ethical guidelines are followed in
data collection, analysis and storing.
The main results for the first research task:
a) Context-factors, related to teacher`s professional operational environment, sharing and processing.
Context-factors include interpretations and experience of children`s different learning styles, interests,
needs and difficulties.
b) Tasks-factors, related to teacher`s own professional function, sharing and processing. These task-factors
include e.g. instructional techniques and classroom management skills.
c) Factors related teacher`s professional “self”, sharing and processing. This “professional self” contains e.g.
knowledge and capability to reflect oneself and one`s work with colleagues.
d) Concequences of professional actions, related to teacher`s professional reflection of her/his own action,
how it influenced children.
Factor professional self - reflection oneself to colleges took place rather seldom. During these moments of
reflection in interaction with colleges, the focus of reflection was fixed mainly to children`s behaviour or
realization of daily learning-, and play-moments.
The main results for the second research task can be described with the following three forms of
the professional knowledge (cf. Elbaz, 1981):
a) Practical rules and recipes.
b) Principles of practice.
c) Images and metaphors for practice.
Practical rules and recipes were most common way to represent professional knowledge in practice.
Principles were shared more profoundly in discussions with colleges, ordinarily those moments were
planned to function as a team planning gathering. Metaphors used were linked mainly to daily routine and
events, the focus was in action.
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The results show that it is important to community of practice to have time and a place to
interaction. But more important is to see reflection as a deeper way, enabling possibilities to generate
teaching, share knowledge and arouse collective community of practice.
Keywords: Teacher knowledge; Shared knowledge; Reflective thinking
Social experiences of children with disabilities in inclusive preschool settings
Milene Ferreira, ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Portugal
Cecília Aguiar, ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Portugal
João Rodrigo Daniel, ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida,
Portugal
Nadine Correia, ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Portugal
Margarida Fialho, ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Portugal
Júlia Serpa Pimentel, ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida,
Portugal
Abstract:
As part of a PhD project about the social experiences of children with disabilities in inclusive preschool
settings, we aim to characterize those experiences and examine the role of children’s (dis)abilities profile,
trying to understand how individual characteristics can enhance or hinder social inclusion.
Social relationships are considered an important result of early childhood inclusion (Buysse, Goldman, &
Skinner, 2002). A recent definition of early childhood inclusion from DEC and NAEYC (2009) states that
inclusion is a set of policies and practices which provide access and opportunities to participate in a wide
range of activities and contexts to children and their families, independently of their abilities. Furthermore,
this definition reinforces the expectation that inclusive experiences promote positive social relationships,
friendships, and a sense of belonging and membership.
However, findings from research show that children with disabilities have less reciprocal friends
(Guralnick et al., 1996) and could be at risk for social rejection (Odom et al., 2006). Specifically, children
with difficulties in social problem solving and emotional regulation are likely to be socially rejected (Odom
et al., 2006). Additionally, there is evidence that children with physical disabilities have increased
involvement in peer social networks than children with sociocognitive disabilities (Aguiar, Pimentel,
Moiteiro, Boavida, & Figueiredo, 2011).
We aim to describe the social experiences of children with disabilities attending 75 preschool
classrooms from the area of Lisbon. Building on data collected through sociometric methods (peer
nominations and peer ratings) and teacher ratings, this description includes the size of their peer social
network, social acceptance, and sociometric status. Children’s (dis)abilities profile will be obtained through
cluster analyses of variables measured through the Abilities Index (Simeonsson & Bailey, 1991/2005), the
WPPSI-R (Wechsler, 2010), and the Social Skills Rating System (Gresham & Elliott, 1990/2007). We will
focus on the relationships between children’s (dis)abilities profile and their social experiences. We will also
try to understand the mediating role of friendship in these social processes.
Our research on the social experiences of children with disabilities may contribute to increase
available knowledge about social processes related to social acceptance and rejection, identifying
(dis)ability profiles that could increase preschool children’s risk for social exclusion.
Keywords: Disabilities; Early childhood; Social experiences
15:30-17:00
Invited Symposium 1
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Ana-Maria Aricescu, University of Oxford, UK
Thomas Moser, University of Stavanger - Reading Centre, Norway
Curriculum in early childhood education across European countries
Organizers:
Chair:
Maritta Hännikäinen, University of Jyväskylä, Finland
Discussant:
Paul Leseman, Utrecht University, The Netherlands
collaborative research project under the EU Framework 7. One of its remits is to consider ECEC Curriculum
across Europe and develop an analytic framework for comparison and contrast. This paper describes a
structural template which allows comparisons and analyses of key characteristics of curriculum and
pedagogical approaches in ECEC across Europe. The template will illustrate each country’s approach to
ECEC in a number of content areas, including:
- the history of the curriculum,
- differences in terms of the age range it addresses or the implementing institution or region,
- philosophical or pedagogical traditions underpinning the curriculum,
- pedagogies referred to,
- developmental and educational goals, and the content of the curriculum, areas of experience or
development that are specified,
- links to notions of quality, and teacher education and training regarding the curriculum,
- the ways the curriculum refers/relates to: the rights of the child, minority/immigrant groups,
special needs/children at risk, and educational partnerships with parents and other stakeholders,
- key features of implementation,
- the ways in which it links to the primary curriculum,
- evidence for effectiveness.
Conclusions will focus on commonalities and differences across countries, describe directions in which
European curricular frameworks are currently moving and challenges most countries are facing.
Regularities and variabilities. Curriculum dilemmas
Susanna Mantovani, University of Milano-Bicocca, Italy
Abstract:
Curriculum is a cultural construct and its definition acquires different meanings in different contexts and
countries and its conceptualization is loaded with values linked to ideas on children and their development,
education and teaching responsibilities. The growing attention on ECEC brought about by the global
economic crisis, the worries about the future of the young generations, the PISA choc (Oberhuemer, 2011)
challenge the definitions of effective and culturally sensitive curricula. The presentation will address some
of the present dilemmas such as the discussion on competences and skills: are hard or soft skills the
priority in ECEC? Which competences are the key ones to be attained in the early years? How do we
segment and define the goals for the early years which are the most complex and varied period in life? Are
we taking the risks of an oversimplified curriculum for all where outcomes are easier to measure , or the
risk of a prevailing focus on co-constructed curricula oriented mainly by cultural complexity and
priorities potentially overlooking skills crucial to avoid exclusion ? - What is appropriate to learn for
children in the early years in their country and in the world (LeVine,New, 2008)? Research on curriculum
and the subsequent results and recommendations which can orient a European perspective require deep
reflections on old and new paradigms and approaches in order to pursue the difficult goal to balance
sensitive cultural perspectives and outcomes that potentially all children can reach (CARE,2013).
Two examples of ECEC curriculum – UK and Norway
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Abstract:
We will present key characteristics of two examples of European ECEC curricula frameworks - Norway and
England. The presentation will illustrate each country’s approach to ECEC in a number of areas, including
information on the governmental status of the curriculum document, the goals and content of the
documents, and the stated pedagogical principles of providing care and education for young children.
Important questions will be: What are the broad ECEC goals with regards to the children, their
development, learning and immediate experience? Which domains of children’s development/learning
and/or experience are addressed? In terms of child learning, are key objectives or goals for each area of
children’s development/learning stated? What are the pedagogical principles underlying care and
education? And, what is the role of observation and documentation of children’s learning? Conclusions will
tease apart important commonalities and differences between the two countries.
Overview of European ECEC curricula – a template for comparison and future directions
Abstract:
collaborative research project under the EU Framework 7. One of its goals is to consider ECEC curriculum
across a wide range of European countries. We will present a structural template which allows
comparisons and analyses of key characteristics of curriculum and pedagogical approaches in ECEC across
eleven European countries. The template will illustrate each country’s approach to ECEC in a number of
content areas, including: the governmental status of curriculum document, goals and content, theoretical
models and pedagogical approaches, pedagogical principles and values, implementation, regulation,
research evidence on effectiveness and challenges facing ECEC in the country. Conclusions will tease apart
commonalities and differences across countries, and describe directions in which European curricular
frameworks are currently moving and some strategies for facing change.
Symposium 3
Evidence-based early childhood education – challenges in inclusion
Organizers:
Ana-Isabel Pinto, University of Porto, Portugal
Chair:
Mats Granlund, Jönköping University, Sweden and Oslo University, Norway
Discussant:
Rune Simeonsson, Jönköping University, Sweden
The purpose of this symposium is to clarify 1) directions of change towards more comprehensive Early
Childhood Education and Care (ECEC), 2) family and community-centered perspectives on Early Childhood
Intervention (ECI), and 3) orientations for professional practice.
In order to guarantee the participation of all children, and the real implementation of the UN
Convention on the Rights of the Child, high quality inclusive practices are needed.
The three papers presented in this symposium underline the relevance of obtaining data that may
inform evidence-based interventions in preschool children in need of special support. In the first paper,
results show that indicators of child participation (i.e., engagement in preschool activities and peer
interactions) rather than traditional eligibility criteria based on categories or diagnosis are useful in
informing professionals in order to guarantee adequate support. The second paper provides evidence
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about individual variance in responsiveness to computer-based intervention in children most at-risk for
mathematics difficulties. Challenges in sampling procedure, and in effect sizes estimations are discussed.
Participation and social integration in typically developing peer cultures are underlined as relevant
research outcomes in a case study presented in the third paper. Results contribute to the quality of
preschool inclusive experiences by providing evidence about measures of child participation.
The discussion addresses problems at different levels of the system by proposing an agenda for change in
ECEC in general and in ECI specifically, and underlining the need for the co-construction of a new culture
based on scientific evidence and on in-depth dialogues between researchers, practitioners, and
communities.
Keywords: Evidence-based intervention; Participation; Inclusion
Patterns of participation and support in preschool settings for children with and without behavior
problems
Mats Granlund, Jönköping University- School of Education and Communication, Sweden
Eva Björck-Åkesson, Jönköping University-School of Education and Communication, Sweden
Abstract:
Few children with mild intellectual disability are assigned a diagnosis before school starts. Thus, most of
the children attending preschool that later will be assigned a diagnosis are not formally identified as
children in need of special support. These children can to some extent be identified as children with
developmental delay, dependent on the type of criteria used to identify developmental delay. A functional
perspective stress children’s everyday function in preschool as a criterion for having a developmental
delay. In this presentation we will present data from a series of studies concerning children formally
identified as children in need of special support as well as children identified only by preschool staff as
being in need of additional support to function in preschool. The two groups will be compared. Based on
participation in preschool activities as a desired outcome, we will discuss children’s patterns of
participation in terms of being in the same activities as others and being engaged in activities when being
there. Children’s participation outcomes are also related to child and environmental influences. Finally,
interventions provided by preschool staff to the children identified as in need of special support will be
discussed in relation to support initiated by the preschool staff themselves as well as the support provided
to preschool staff from external consultants.
Sampling and effect size estimation in small scale experiments: A case of computer-assisted
intervention for children most at-risk for mathematical learning difficulties
Jonna Salminen, University of Jyväskylä, Finland
Markku Leskinen, University of Jyväskylä, Finland
Abstract:
Evidence-based interventions have demonstrated evidence regarding their developmental effects. Such
evidence is obtained from experimental research designs being reviewed, for instance, according to the
standards of the What Works ClearinghouseTM.
Selection of participants for a study is a critical step. It is common practice to focus on subgroups
and target intervention for the lowest 25 percentile defined as at-risk group. There is research indicating
that such at-risk population is not a homogenous sample. Accordingly, there is a growing body of research
that the lowest 10 percentile is better kept as a separate sample in comparison with 11-20 percentile
samples. Subsampled data leads typically to small sample sizes. The data is easily skewed and kurtosis is a
common distribution feature. These characteristics impact the effect size estimations and lower statistical
power.
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The first task of this paper is to discuss subsampling and non-normal data effect size estimation in a
context of evidence-based intervention. The second task is to analyze to what degree computer-based
intervention supports early number skills of preschool age children.
Preschoolers who performed below the 10th percentile of the typically achieving reference group
in counting skills benefited from short and intensive computerized trainings. Within the sub-group
(Graphogame Math = 9) of children the effect of intervention in Enumeration fluency was statistically
significant, Wilcoxon Z = -2.19, p = .027, r = .52. Within the other sub-group (Number Race = 8), the
significant intervention effect was seen in Basic arithmetic, Wilcoxon Z = -2.53, p = .016, r = .63.
Preschoolers with poor addition skills (6.68 percentile, -1.5 SD below the age level) participated in
another short and intensive computerized practice (modified version of Graphogame Math = 13). In grouplevel, the Wilcoxon test showed a significant training effect in Basic Addition, Counting Skills, and in
Composing (Z = -2.99, p = .001, r = .59; Z = -2.87, p = .002, r = .56; Z = -2.29, p = .021, r = .45, respectively).
After dividing the sample in two sub-groups according to game-log data, the results revealed a significant
improvement in Basic Addition and in Counting Skills within the group of children with faster progress
during the practice (Z = -2.38, p = .016, r = .64; Z = -2.41, p = .016, r = .64, respectively). The intervention
effects were not significant in any variables within the group of children with slower progress during the
practice.
The results indicate that preschool children most at-risk for mathematics difficulties benefit from
computerized interventions. Despite large and moderate effect sizes, different benchmarks for interpreting
the effectiveness (relevant to intervention, target population, and outcome measures) should be used (Hill,
Bloom, Black, & Lipsey, 2008) rather than direct comparisons to Cohen’s d-values (Grissom & Kim, 2012).
Due to individual variance in responsiveness to intervention, the programs should be planned to provide
optimally adaptive support for skill development as well as practical information for identification of
responders and non-responders to intervention. These features are beneficial to all evidence-based
interventions.
Participation processes in inclusive pre-school settings – a case study
Ana Isabel Pinto, University of Porto, Portugal
Catarina Grande, University of Porto, Portugal
Abstract:
Recent literature has underlined the relevance of participation and social integration in typically
developing peer cultures as a central aspect of inclusion (Janson, 2008). Inclusion in regular early
education settings provides children with special education needs (SEN), or at risk, opportunities for
development within the scope of peer and adult interactions. However, children with SEN attending regular
preschool contexts are often found to be more excluded from activities than their typically developing
peers (Eriksoon, Welander & Granlund, 2007). These children are often not participating as much, both in
structured and in unstructured activities, show less autonomy and are more frequently observed as nonengaged or showing low quality engagement (Almqvist et al., 2006; Ferreira, Coelho, & Pinto, 2011; Grande,
2013). Research also suggests that these children have difficulties associated with peer-relations and social
competence (Guralnick, 2001). Results from these studies illustrate the importance of high preschool
quality in achieving good social inclusion of all children and highlight the role of participation, namely of
adult-child and child-child interactions, as a key feature in the assessment-intervention of young children
with SEN. The study of child participation as an indicator of preschool quality is of crucial relevance,
especially in our country considering the high rate of poverty (17,9% for the overall population) (INE,
2012), with a third of Portuguese children living in a state of deprivation (UNICEF, 2012).
This paper presents a case study from a research project with a sequential methodology of
Assessment (Moment 1), Intervention and Follow-up (Moment 2) aimimg to analyze the participation of
children with SEN in inclusive preschool settings and to document associations between quality
60
dimensions and child participation components. The case study presented includes information about a 5
year old child identified with SEN attending an inclusive preschool in the metropolitan area of Porto. The
Abilities Index (Simeonsson & Bailey, 1991) measured the child’s abilities and disabilities in nine different
areas; The Quality of Inclusive Experiences Measure (Wolery, Pauca, Brashers, & Grant, 2000) assessed
aspects of the child’s daily experiences; The Assessment of Peer Relations (Guralnick, 2003) assessed the
nature of the child's observed peer interactions, emotional regulation, shared understanding, as well as
three relevant social tasks; the Ecological Congruence Assessment for Classroom Activities and Routines
(Wolery, Brashers, Grant & Pauca, 2000) assessed the child’s participation and engagement during
classrooms routines.
Results highlight the need to account for: children’s capacity to initiate and respond; the length of
turn-taking sequences; and discrepancies between observation and judgment-based ratings of child’s
engagement and social competence with peers.
By providing data on measures of child participation, this study contributes to the improvement of
the quality of preschool inclusive experiences, enabling professionals and researchers to plan interventions
focused on increasing: (1) the extent of time that children with SEN spend performing the same activities as
their peers, (2) the level of their active engagement and (3) the quality of children’s interactions with peers.
Paper session 4
Interest of low- and typically performing children in early mathematics
Anna Tapola, University of Helsinki, Finland
Riikka Mononen, University of Helsinki, Finland
Pirjo Aunio, University of Helsinki, Finland
Abstract:
Studies suggest that the development of interest and achievement in mathematics go hand in hand, and
that the reciprocal relation strengthens over the school years. In the early stages of skill development,
children’s interest — indicated by enjoyment and frequency of participation in mathematics-related
activities — is assumed to play a role in the observed individual differences. Studies on the coupling of
interest and skills in early mathematics are still scarce. Less explicit attention has also been paid to the
interest of children with weak mathematics skills. Consequently, the aim of this study was to examine the
differences in interest among low- and typically performing children in mathematics. In order to obtain
different perspectives on children’s interest, a multi-rater approach was used. The participants were
kindergartners (Nk = 237) and first-graders (Nf = 99), their teachers and parents. Teacher-, parent- and
child-reported child interest was measured through items tapping the enjoyment component of interest
(e.g., liking of counting and numbers). In addition, parents rated the frequency of their child’s self-initiated
participation in mathematics-related activities at home. Children’s mathematics skills were assessed
through validated tests. Based on their scores in the mathematics skills test, the children were divided into
low- (Nk = 46, Nf = 23) and typically performing (Nk = 191, Nf = 76) groups, using -1 SD as a criterion. The
differences in interest measures were analyzed by ANCOVA, while controlling for mother’s educational
level. The results showed that in the beginning of kindergarten and first-grade, teacher- and parent-rated
child interest was lower in the low performing group. According to parents’ ratings, the low performing
children also participated less frequently in self-initiated mathematics-related activities in both samples.
While children’s own evaluations of their mathematics interest did not differ across the groups in
kindergarten, the difference was significant among the first-graders: the low performers enjoyed
mathematics less than typically performing children. The results support previous observations on the
relation between early mathematics skills and interest. Since frequent engagement with mathematicsrelated activities seems to be related to concurrent skills, low-performing children might need both
motivational and mathematics-specific support in order to become more involved with such activities as
61
early as possible. In favor of early intervention speaks also the fact that in kindergarten low-performing
children’s self-experienced enjoyment equaled that of typically performing ones’. Before the possible
failure experiences or normative comparison to peers starts to diminish these children’s enjoyment of
learning, appropriate support should be available.
Keywords: Interest in mathematics; Mathematics skills; Early grades
Intensified early mathematics instruction for low-performing kindergartners
Riikka Mononen, University of Helsinki, Finland
Abstract:
The importance of early educational support has been widely acknowledged in order to diminish possible
later learning difficulties. However, there is a lack of evidence-based instructional approaches to support
children’s early mathematics development. This study investigated the effect of intensified early
mathematics instruction for Finnish kindergartners (mean age = 6 years 3 months) performing low in
mathematics. Children’s early mathematics skills (i.e., quantity and number comparison, number
sequences, enumeration, and addition and subtraction word problem solving skills) were measured three
times using a group-based paper-and-pencil test: just before and after the instruction phase, and three
months later. For low performance, we applied the criterion of performing at or below the 10th percentile
(LOW10) or between the 11-25th percentile (LOW25) in the early mathematics test. The development of
children who performed low in mathematics and received intensified instruction (LOW10int, n = 26;
LOW25int, n = 19) was compared to children who followed only business-as-usual kindergarten
mathematics instruction. These control groups included children performing low (LOW10c, n = 3; LOW25c,
n = 18) and typically (TYPc, n = 167) in mathematics.
Trained kindergarten teachers gave intensified instruction in small groups of two to six children, 15
times (á 40 mins.) over two months. The instruction focused on topics of mathematics relations (e.g.,
making comparisons on quantities and numbers using related concepts such as more and less) and
counting skills in the number range 1-20 (e.g., counting number sequences orally, counting objects and
matching them with number words and number symbols). The instruction followed the guidelines of
explicit instruction: first, the teacher modelled new concepts and strategies, and then teacher-guided and
independent work followed. Also, a concrete-representational-abstract sequence was used in instruction,
meaning that structured concrete manipulatives and pictures (e.g., ten-frame dot cards) were used to in
order to make the abstract mathematics concepts more understandable for children.
At the moment we have collected the data from the first and second measurement times, and the
intensified instruction has ended. The third measurement will be given in the beginning of March. In the
conference, we will present our findings concerning the effect of intensified mathematics instruction, and
discuss how the findings can be taken into consideration in kindergarten practices when working with
children who struggle in their early mathematics learning.
Keywords: Mathematics; Early childhood; Intensified instruction
Adaptive support in pre-school education
Julia Bruns, Humboldt-Universität zu Berlin, Germany
Lars Eichen, Humboldt-Universität zu Berlin, Germany
Abstract:
Increasing equality of educational opportunities through early childhood education is a central topic to preschool education in Germany. Children from all social classes and different cultures should have equal
opportunities to be able to develop their skills and interests (Roßbach und Weinert 2008). International
studies confirm the importance of differentiation within the curriculum and of matching individuals to
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provide a cognitive challenge at preschool level (Sylva et al. 2004). On the basis of these findings the
present quasi-experimental cross-sectional study analyzes adaptive support in pre-school education. The
central question is: How can we characterize types of different adaptive support? The focus is the
performance of the sub-sample of pre-school teachers (n = 31) when interacting with the sub-sample of n =
62 children. The children were selected based on their results in the test ‘zahlenstark’ (Moser und
Berweger 2007). All in all N = 158 children were tested. In each group the child with the highest and lowest
test result was selected for further study. In a standardized observation the adaptive support of the
teachers is documented with relation to these two children. A standardized interview is used in order to
determine the diagnostic capabilities of the professionals as well as the adaptivity of planning. The data
interpretations are done using non-parametric methods of analysis (e.g. Kruskal-Wallis-test, nonparametric correlation).
The results show that none of the teachers succeed in promoting two children when they are at
different levels. The teachers often provide general mathematical activities and since a large proportion of
the activities are not very challenging, they succeed more often in supporting the children who are at a
lower mathematical level. However, many of the professionals lose track of the children at a higher level.
Furthermore the results suggest that the teachers have difficulties in assessing the mathematical skill level
of the children correctly and in offering adequate activities on this basis.
The diagnostic ability of the professionals, the mathematical skills of the children and the adaptivity
of planning are important for the quality of the adaptive support. These results suggest that professionals
need both support in the design of mathematical learning environments with challenges for children at
different levels as well as in the three determined core areas of adaptive support.
Keywords: Adaptive support; Diagnostic ability; Mathematical education
Measuring improvement of kindergarteners’ mathematical competence
Christoph Duchhardt, IPN, Germany
Anne-Katrin Jordan, IPN, Germany
Abstract:
In Germany, only about 15 years ago interest of researchers turned to effects of early childhood education.
Since then, large longitudinal studies like BiKS (e.g. Anders et al., 2012), NEPS (National Educational Panel
Study, e.g. von Maurice et al., 2011), and ECCE (e.g. ECCE Study Group, 1999) have been focusing on
kindergarteners’ competences.
So does the project KOMPASS, carried out by the University of Rostock. Its primary research
interest being professional development of educators, it also uses mathematical competence of the
kindergarteners as an indirect outcome measure. To this end, the “Kieler Kindergartentest” (KiKi; Grüßing
et al., 2013), covering mathematical competence in a broad sense, is repeatedly used.
In August 2012 and again in January 2013, about 200 children from the federal state of
Mecklenburg-Vorpommern (mean age in August 2012 = 48 months) were tested with the KiKi. The talk is
based on these data.
As in all longitudinal studies assessing development, it is imperative to ensure measuring the same
construct at every time-point (e.g. Millsap, 2010). With participants so diverse in ability and at such a
crucial point in cognitive development, questions of measurement invariance arise even more naturally. In
this talk we will thus address the following research questions:
1) To what extent can the KiKi assumed to be measurement invariant with respect to children between 4
and 5 years?
2) How well does the model describing the development of mathematical competence fit the data?
3) How much does kindergarteners’ mathematical competence improve in the period mentioned?
Analyses using item response theory were carried out using ConQuest (Wu et al., 1997). In order to
detect violations of measurement invariance, we first carried out a DIF-analysis treating time-points as
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grouping variables. Finally, we fitted a two-dimensional model, treating time-points as dimensions (cf.
Andersen, 1985) and constraining parameters of identical items to be equal.
First results indicate that the KiKi is indeed suited to capture development of mathematical
competence between 4 and 5 years of age. Only very few items show invariance problems. Also, the model
seems to describe the data adequately. The children’s competences improve remarkably (by more than 1
logit) given the short period of only about 5 months between the two time-points.
Keywords: Mathematical competence; Longitudinal; Measurement invariance
Paper session 5
What (and how) can we learn about pre-school children's attitudes toward science, inquiry skills,
and scientific curiosity?
Ornit Spektor-Levy, Bar Ilan University, Israel
Yael Kesner Baruch, Bar Ilan University, Israel
Zemira Mevarech, Bar Ilan University, Israel
Abstract:
Enhancing children's curiosity about the natural world is a primary goal of science education. Curiosity is
"a desire to understand various phenomena and a quest for knowledge" (Pisula, 2009). It plays a
fundamental role in human cognitive, social, emotional, and physiological development, as well as in
education and scientific discovery.
Scientific curiosity is a particular instance of "curiosity". It relates to one's desire to understand and
acquire knowledge regarding natural phenomena (Krapp & Prenzel, 2011), utilizing inquiry skills, and
manifesting sensorimotor-behavior (Spektor-Levy, Kesner Baruch, & Mevarech, 2011).
Despite the importance of curiosity and its application to education, empirical studies regarding this issue
are scarce (Jirout & Klahr, 2012), perhaps due to the nature of "curiosity": unobservable directly, not a
unitary construct, and dynamically changing. These qualities make it operationally challenging to
investigate, particularly in young children who sometimes find self-expression difficult (Guo, Zhang, & Zhai,
2010).
The aim of this study was to overcome the obstacles by developing a unique tool and protocol to
determine the perceptions and attitudes of pre-school children toward science, their inquiry skills and the
factors that manifest scientific curiosity in pre-school children.
Thus, the Children's "Integrated Cognitive-Behavioral Tool" was developed. This quantitative & qualitative
research tool combines verbal, behavioral and cognitive elements, using three components: (1) A Puppet
Interview Scale (Cronbach’s α = 0.887) based on Mantzicopoulos et al., 2008; (2) Observations of behavior
and responses regarding various scientific objects (based on Kreitler et al., 1975); (3) Scientific activity
accompanied by a documented response questionnaire (Cronbach’s α = 0.75). Items were rated on a 0-5
scale, where a higher score indicates better performance. An inter-rater, high-reliability agreement was
achieved.
Sixty-four children (average age: 64 months) participated in the study.
Significant positive Pearson correlations were found between exploratory behaviors and the
number and type of questions asked by the children when responding to various scientific objects.
Significant, positive Pearson correlations were also found between exploratory behaviors and perceived
personal science competence; enjoinment of scientific engagement; understanding the nature of science;
and scientific curiosity.
Participants’ direct answers showed a high percentage of positive attitudes toward science.
However, when asked to explain, or give an example (not part of the original protocol), children had
difficulty. For instance, 81.5% answered positively to the question: “Do you enjoy learning science?” while
only 37% gave good explanations. When asked: “Are you curious to know about animals?” 78% answered
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positively. Only 46% gave good or appropriate explanations. When asked: “Do you know how to investigate
things?” 86% answered positively, but only 32% gave appropriate explanations.
These results may reveal general conclusions regarding the research procedure for investigating young
children's perceptions and capabilities: meticulousness wording of questions; asking for further
explanations and examples. Moreover, scientific curiosity should be investigated during activities featuring:
free choice between several options; independent experience; encouraging question-asking; and cautious
interpretation of children's verbal and behavioral responses, appropriate to their developmental stage.
Keywords: Curiosity; Inquiry; Science education
Do young children design meaningful experiments? A study on children’s use of the control of
variables strategy
Julia Stipp, Westfälische Wilhelms-Universität Münster, Germany
Miriam Leuchter, Westfälische Wilhelms-Universität Münster, Germany
Abstract:
One aim of science teaching is to increase children’s understanding of science content knowledge on the
one hand and the process of scientific inquiry on the other hand (Bullock & Ziegler, 1999). The process of
scientific inquiry demands scientific thinking such as conducting experiments, evaluating evidence and
making inferences (Zimmerman, 2007). However, meaningful inferences require an experiment to be
unconfounded, which means that only one variable is varied at a time while every other variable is kept
constant. This approach is called control of variables strategy (Chen & Klahr, 1999).
Most 7- to 10-year-old children do not apply the control of variables strategy spontaneously (Chen
& Klahr, 1999). This result matches findings showing that 8- to 10-year-olds have difficulties when actively
planning an experiment. However, presenting several alternatives the children have to choose from, their
performance in planning an experiment increases (Bullock & Ziegler, 1999). Furthermore, antecedents of
the control of variables strategy seem to be already existent at preschool age (Koerber, Sodian, Thoermer,
& Nett, 2005; Lazonder & Kamp, 2012). Thus, adapting the demands of the task accordingly might help
children to consider the control of variables strategy.
The assumption that science content knowledge and scientific thinking should not be understood as
two separate abilities and therefore should not be assessed independently is more and more taken into
account (Hawkins, Pea, Glick, & Scribner, 1984; Lehrer & Schauble, 2006). Nevertheless, is still not clear
how children’s content knowledge and scientific thinking interact and if children’s use of the control of
variables strategy differs across different educational topics.
The present study analyzes if 5-to-7-year-old children take into account the control of variables
strategy when choosing one experiment among given alternatives in the context of a) slopes and b) floating
and sinking.
104 children (51 boys and 53 girls) participated in the study. At the time of the interview, they were
M=6.31 (SD=.31) years old. Children’s task was to choose one experiment which enables to find out if one
focal variable a) influences the collision between a sphere rolling down from a slope and another object and
b) influences if an object swims or sinks. They chose between three given options, one of them being an
unconfounded experiment.
Preliminary results show that 19.7% of all children reliably apply the control of variables strategy
in the context of slopes and 18.5% in the context of swimming and sinking. The correlation between the
amount of correct responses in the two contexts accounts for r=.310 (p<.01).
In total, about 1/5 of the children seem to have an understanding of the logic underlying
experimental testing if the demands of the task are adapted to their age. Further investigations are needed
to find out if additional adaptations might enable even more children in early grades to take into account
the control of variables strategy.
Keywords: Control of variables strategy; Scientific inquiry; Science education
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Supporting children to co-construct sustained shared thinking in early science. A videobased study
in German Kindergarten
Ines Freitag-Amtmann, Free University Berlin, Germany
Abstract:
Theoretical background: The videobased case studies of teaching and learning in early science in an
German Kindergarten-setting explore the teachers’ scaffolding techniques of reasoning processes. Beside a
quantitative comparison of types of questioning, e. g. amount of closed and open-ending questions, detailed
analyses have been undertaken on the use of language to teach children science and support their
reasoning processes and sustained shared thinking. This paper analyses the videos and the transcripts as
tools to identify effective teacher strategies to support children to co-construct sustained shared thinking
in early science.
Several studies (EPPE 2003 and EPEY 2002) have given evidence, that there are more or less effective
strategies to support reasoning processes in Early Childhood Education. Theories about the conceptual
change process and findings from the cognitive sciences research reveal possibilities how to engage
children in problem solving especially in topics of early science.
Research questions: How to support children to co-construct sustained shared thinking in early
science? Are there circumstantiated teacher beliefs which contribute to effective teacher strategies?
Methods: The German video case study follows a mixed-aged group of children from age 3 to 5
during 5 lessons from 30 minutes to 60 minutes research dialogues and hands-on activities with three
cameras maximum. In addition to the video and different audio sources such as teacher interviews about
beliefs and pedagogical content knowledge so as video recall-interviews, transcripts of the dialogues are
also prepared. The software “Videograph” is used for the quantitative analysis of the types of questioning.
Microanalysis is used for a qualitative evaluation of the verbal and nonverbal data.
Results: First analysis show that over 59,4 % of the teacher questions are closed questions and 40,6
% are open-ended questions, often combined to each other. This is much more than expected and was
discovered in other former studies like EPPY 2002. The practice to open the lesson with a problem to solve
leads to a development which can be characterized as a research circle with different points of high
challenge activities and sustained shared thinking.
Interpretation of findings: An expert teacher in science with longtime experience in schools and
scientist in chemistry himself uses his knowledge about science and about learning influenced by cognitive
science to support children to co-construct sustained shared thinking. Do we need more expert teachers in
Early Childhood Education in the future?
Keywords: Early science; Sustained shared thinking; Videostudy
Paper session 6
Comparison of Finnish and Taiwanese ECEC practices
Jyrki Reunamo, University of Helsinki, Finland
Abstract:
Theoretical background: The paper describes an ECEC research and development project conducted in
Finland and Taiwan. The study is based on a model of reconstructive feedback. For children, the feedback
loop advances from the zone of proximal development (Vygotsky) to the acquired skills used in actual
development. These skills are used for personal agency and they are further developed in the shared
production of cultural artifacts. This produced new culture is the new zone of proximal development. For
ECEC professional the loop advances from researching the dynamics of the learning environment towards
defining development tasks based on the research results. The ECEC educators produce solutions for better
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ECEC. Eventually, the solutions are shared with other educators and the new practices provide new
ingredients for the next loop of ECEC development.
Research questions: What are the possibilities and challenges of conducting a shared ECEC research
and development project in Finland and Taiwan? How can we enhance the process in the next loop of the
reconstructive feedback?
Methods: The paper discusses the experiences of the project. The research methods include
observation, child interview, child evaluation and learning environment evaluation. The tools for ECEC
professional development have been tested and enhanced.
Results: The project content, the accomplished products and practical advancements during the
first phase of the project in the years 2008-2014 are described and discussed. We also describe our plans
for the 2015 data collection and tightening the feedback loop for ECEC enhancement.
Interpretation of findings: The project has been productive both in scientific results (cf.
http://blogs.helsinki.fi/orientate/products/the-scientific-products-of-the-apu-project/) and in practical
solutions for everyday ECEC (cf. http://blogs.helsinki.fi/orientate/development-models/). We invite both
ECEC researchers and practitioners to join us in the process.
Keywords: Early childhood education; Comparative research; Research methods
The status of literacy in early learning development in Tanzania: A case of selected preschools
Hanifa K.F. Mponji, University of Dar es Salaam,Tanzania
Despite its overly importance, early childhood education in Zambia had not risen to its prominence. Unlike
other sectors of education; primary, secondary and tertiary, there has not been any legal framework to
promote and support its existence or legality. Almost all early childhood education delivery in the country
is run by private sector with very little support and control from the government. Only 6 percent of
children aged between 2 and 5 years are enrolled in preschool while barely 17 percent of children enrolled
in grade 1 in 2007 had pre-school experience (UNICEF, 2010).
The new government policy on early childhood education has brought window of hope to
otherwise neglected education sub-sector. The government has transformed the Ministry of Education
(MOE) to Ministry of Education, Science, Vocational Training and Early Education (MESVTEE) thereby
incorporating, for the first time, early childhood education. The curriculum and reading materials are being
organized yet the implementation has started with the on-going orientations of teachers. One notable
feature is that all instructions from early childhood education to grade 4 would be done in the local
transparent languages (and not English as has been the case) of the children amidst intense debate. This
would enhance learning to read letter- sound connections at early age and increased reading (literacy)
levels in the country. Those children who fail to learn to read (dyslexic) would be identified early enough
for intervention measures, such as the Graphogame (Ekapeli) known to work in Finland and being
implemented in Zambia, to effectively be placed.
Keywords: Local language; Graphogame; Dyslexia
Abstract:
Learning to read for preschool children is the basic way of enabling them to achieve and explore more
reading skills. Research findings show that children develop skills related to vocabulary, concepts of print,
phonemic awareness, phonological awareness, knowledge of letters, and comprehending stories before
they enter school.
This study intends to investigate the status of literacy in early learning in community and
government preschools. The study will rely on children’s observable literacy learning behavior and the
changes they developed during the reading process.
Four research questions that will lead to, first, examine the status of literacy skills at the early
learning stages, second, to identify factors that contribute to poor development in learning to read among
preschool children, third, to examine parents support their children in early learning, and finally, to
document and propose plan and strategies for effective ways of learning to read and write at the early
stages, will guide the study.
Participants of this study will include District Education Officers, parents, children, preschool
teachers and other relevant key informants as determined by the researcher. They will be purposefully (by
the virtue of their positions) and randomly selected from communities, CSO/ NGOs, development partners,
and government departments working with preschool children
The proposed study is both exploratory and descriptive and will therefore utilize qualitative and
quantitative methods of data collection. Data will be obtained through case study investigation of selected
participants, and also from various literatures related to the study. The research instruments will include
questionnaires, document review guide; focus group discussion guides; and key informant guides. Content
Analysis Method and Statistical Package for Social Scientists (SPSS) will be used for data analysis.
Keywords: Early learning; Literacy; Preschool
Early childhood education in Zambia: trends and opportunities
Jonathan Munachaka, University of Zambia, Zambia
Francis Sampa, Read To Succeed/USAID Project, Zambia
Abstract:
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9:00–10:30
Invited symposium 2
Families and parenting of young children: challenges of working life in the post-modern society
Organizers:
Chair:
Discussant:
Jouko Huttunen, University of Jyväskylä, Finland
Parenting young children does not take place in a vacuum but is affected by many contextual factors. One of
the factors affecting parenting, and therefore also child wellbeing, is work: when and how much a parent
works and his or her mood on returning home from work can all influence parenting, by either promoting
or hindering it. The constant change that characterizes contemporary working life is reflected in family life
where it presents both opportunities and challenges. Although working time patterns have not radically
changed, they have become more varied and individualized. The boundaries between work and family are
more flexible today than they used to be. Current trends in working life, such as a competitive cultural
ethos, are reflected in family life by shaping the ideal of the good parent. This symposium focuses on the
parenting of young children from the perspective of working life, with particular interest in working time
patterns and some of the processes mediating working time and children’s well-being, work-family
spillover and the present-day competitive cultural ethos. The three papers apply either macro-level
(cultural ideals, working time patterns) or micro-level analysis (daily processes) to parenting and utilize
cross-national survey data, interviews or electronic diaries.
Anna Rönkä, Marja- Leena Laakso and their research group approach parenting and child wellbeing in
Finland, the Netherlands and United Kingdom from the perspective of the so called 24h economy. They ask
whether and how working time patterns, and especially working non-standard hours, affect parenting and
children’s wellbeing. Dominik Schöbi examines the links between work and parenting from a daily
perspective, focusing on parents’ daily behavioral attitudes toward their preschool children after a
workday. Momentary assessments of parents’ motional states, appraisals and behavioral attitudes were
recorded four times per day over two consecutive weeks. Eija Sevón asks, on the basis of her multi-method
approach to family life, in what ways the prevailing competitive cultural ethos, emphasizing individual
pursuit, consumption and success, is accepted but also challenged in the daily lives of families.
Parenting, daily family life and children’s wellbeing in a 24h economy
Riitta-Leena Metsäpelto, University of Jyväskylä, Finland
Vanessa May, University of Manchester, UK
Minna Murtorinne-Lahtinen, University of Jyväskylä, Finland
various factors, such as socio-economic status, family form and child-care arrangements. Goal: The purpose
was to examine the relationship between working time patterns and parenting experiences among Finnish,
British and Dutch parents. The study reported here also investigated possible factors moderating the
influence of work on children’s wellbeing. Furthermore, by utilizing Finnish diary data, the aim was to
explore how different working time patterns affect family rhythms and practices. Sample: The data derive
from the ‘Families 24-7’ web survey, which was conducted with around 1,300 working parents in Finland,
the United Kingdom and the Netherlands. Measures included multiple questions about parental working
time, experiences of parenting such as parenting stress and positive parenting, child-care arrangements
and evaluations of children’s wellbeing. We also utilized qualitative interview data and electronic diary
data to capture daily processes and practices within families. The results indicate, for example, that how
working time patterns affect parenting is partly moderated by parent’s gender and contextual factors such
as country and socio-economic situation. We also found that the effects of working life on children’s
wellbeing are moderated by experiences of child care arrangements. On the basis of the qualitative diary
data, parental working time patterns shape family rhythms and practices. Finally, we discuss how positive
parenting, children’s wellbeing and family well-being might be enhanced in the 24h economy.
Momentary distress and self-esteem fluctuations in daily work contexts as predictors of mothers’
and fathers’ behavioral attitudes toward preschoolers
Dominik Schöbi, University of Fribourg, Switzerland
Abstract:
Background: Systemic theories on family processes emphasize the importance of considering interpersonal
and contextual factors alongside individual factors to explain family processes (e.g., Stanton, 2013), a call
that is infrequently answered in quantitative family research. Integrating such factors, however, is
important to better understand predictors of parents’ behaviors toward their children in daily life, a
necessity for improving preventive interventions in the field. Goal: The current study examines predictors
of parents’ daily behavioral attitudes toward their preschool children. We focus on momentary experiences
of distress and drops in self-esteem in the daily work context of mothers and fathers and their connection
to behavioral attitudes toward their children in the home, including interpersonal dynamics of these
associations. Sample: Mothers and fathers of 103 families participated in a study recording momentary
assessments of emotional states, appraisals and behavioral attitudes four times per day over two
consecutive weeks. Results: Dyadic multilevel analyses suggest that momentary distress and particularly
drops in self-esteem at work of both parents are significantly associated with less benevolent behavioral
attitudes and with fathers’ time spent with their children at night. The data also revealed significant
patterns of interconnection of these dynamics between mothers and fathers.
Parenting in a competitive society
Eija Sevón, University of Jyväskylä, Finland
Abstract:
Background: Although non-standard hours, i.e. evening, night, early morning or weekend work, affect a
great number of employees and their families, research on the effects of parental working time on
parenting and children’s wellbeing is scarce. Most of the research on this topic has been conducted in the
USA, and thus in specific socioeconomic and cultural contexts. Earlier findings on the link between nonstandard working time and parenting (see the review by Lee 2013) are somewhat controversial. Whether
non-standard working time affects parenting and children’s wellbeing positively or negatively is affected by
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Abstract:
Parenting has become a planning project, the target being to have a ‘special’ child (Beck-Gernsheim, 2002).
It has been suggested that the reason for this is the expansion of expert knowledge that has made parenting
a more demanding and responsible task. It has been acknowledged that the ideals of parenting are often
also gendered and middle-class. Professional knowledge easily conceptualizes parenting through
individual parenting practices or the quality of parent-child relationship, thus omitting the family and
societal context along with the daily dynamics of family life, and the perspectives and agency of different
family members.
This presentation is based on an ongoing study which aims at contemplating positive parenting
from an everyday perspective in families with young children. The main line of inquiry concerns positive
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parenting and the challenges it presents on a daily basis. The study also considers in what ways the
prevailing cultural ethos is accepted but also challenged and departed from in families’ daily lives. Data
were gathered from 43 family members, comprising mothers, fathers and young children aged 5 to 6, in 17
intact, one-parent or step-families. The study employed a qualitative mixed method approach, which
included, for example, interviewing, a mobile diary and observation. This presentation focuses on the data
collected from 14 mothers, 10 fathers and one stepmother. The results indicate that societal debate and the
increase in expert knowledge have an influence on daily parenting. The findings show that while both
mothers and fathers strive for to be ‘good’ and warm parents, putting their children’s needs and interests
first, they also experience temporal conflicts between the home and other life spheres, challenges in the
management of negative emotions, in remaining calm and consistent with children, and in coping. Parents,
especially mothers, also carry out active reconciliation of work and family as part of their daily routine.
Parents identify with but also question the pressures imposed by the present-day competitive cultural
ethos, clearly recognizing that in daily life the ideals of parenting and child-rearing cannot be perfectly
realized. However, at the level of constructing (moral) parental agency and children’s imagined futures,
such ideals function as a reference point. Families also are different from each other in many respects, such
as in working time patterns, gender contracts, economic or relational resources, all of which affect daily
parenting.
Symposium 4
Literacy learning and its relations to teachers’ knowledge and practices in kindergarten and first
school years
Organizer:
Piret Soodla, Tallinn University, Estonia
Chair:
Discussant:
Timo Ahonen, University of Jyväskylä, Finland
Learning to read is a central task in early school years that has significant consequences for students’ later
school career. Various cognitive and linguistic skills and motivational factors are prerequisite to children’s
literacy development. In addition, it is known that classroom context such as teacher’s knowledge (Moats &
Foorman, 2003, Lane et al., 2009) and teaching practices (Connor et al., 2009; Wigfield et al., 2004) play
significant role in children’s achievement.
The aim of the present symposium is to examine teachers’ knowledge and behaviour toward
students’ literacy development at the early stage of literacy acquisition. The first paper (Alatalo) examines
whether gains in Swedish preschool and first grade teachers’ knowledge in reading instruction would be
obtained with a professional development program that continued for two years. The second paper (Kikas
& Soodla) shows changes in Estonian children’s reading motivation and reading skills during the first and
second school years in the classes of teachers using different teaching styles. The third paper (Ruotsalainen
et al.) examines literacy instruction in Estonian and Finnish first grade classrooms in order to demonstrate
which practices teachers use during literacy lessons. These studies emphasize the role of teachers in
development of children’s literacy skills in three different countries. The papers point out teacher’s role as
a crucial contributor to children’s literacy acquisition.
Keywords: Literacy learning; Teacher knowledge; Teaching practices
Swedish K-1 teachers’ knowledge of basic literacy instruction: Examining gains from a professional
development program
Tarja Alatalo, Dalarna University, Sweden
Introduction: Research indicates that explicit, systematic instruction in phoneme awareness and in
orthographic principles facilitates the reading process and many children’s likelihood of success (Adams,
1990; Cunningham & Stanovich, 1998). Teachers’ knowledge of language structures and processes in the
reading development has a direct connection with the students’ reading skills (Moats & Foorman, 2003,
Lane et al., 2009). For this reason, teachers should know the meaning of phonological and phonemic
awareness and spoken language structures, that is, phrases, words, morphemes, syllables and phonemes
(Brady et al., 2009; Joshi et al., 2009; Moats, 1994; 1999; 2000; Piasta et al., 2009). This basic knowledge
gives teachers the potential to be able to choose appropriate activities, provide accurate feedback, address
students’ instructional needs, and adjust their teaching accordingly (Moats, 1994, 2009).
Many Swedish teachers in the earlier grades lack knowledge of basic reading and writing skills
(Alatalo, 2011). This means that they cannot perform systematic reading instruction or identify children’s
literacy development. Studies have shown that in-depth professional development for teachers in the first
grades of school on topics including linguistic awareness and language structures increase teachers’
knowledge on literacy instruction as well as students’ literacy progress (Brady et al., 2009; McCutchen
2002).
Aim and research questions: The main goal was to evaluate whether gains in K (preschool class)-1
teachers’ knowledge in reading instruction would be obtained with a professional development program
that continues for two years. The program consists of lectures on language structures, linguistic awareness,
decoding, reading fluency and reading comprehension. To extend and intensify the professional
development, the lectures are followed by recurrent missions on each topic that the teachers would
perform with their students. The missions are followed of peer talks in small groups led by a special
educator. The research questions are defined as follows:
1. How does the professional development program influence preschool class-1 teachers’ knowledge of
literacy instruction?
2. How do the teachers state that the training affects their teaching?
Method: Teachers from preschool class (N = 23) and from grade 1 (N = 23) are taking part in the
study. Pre- and post-tests with focus on the actual skills assess teachers’ knowledge. Observations of peer
talks as well as recurrent interviews with 10 teachers during the two years investigate teachers learning
and experiences about effects on their teaching.
Results: There are only preliminary results since the research is in progress. Pre-test, observations
and interviews show that the preschool class teachers generally are familiar with the meaning of
phonological and phonemic awareness but do not know about decoding, reading fluency or
comprehension. Grade 1 teachers do generally know more about reading fluency and comprehension but
less about linguistic awareness. Many teachers seem to follow the textbook without reflecting on how their
instruction affects the students learning. All respondents state that the theoretical connection to their
practical experiences makes them more aware of children’s literacy development, which also influences
their teaching.
Relations of motivation and reading skills with teaching styles from first to second grade
Abstract:
Introduction: Learning to read is one of the most important objectives during first school years. It is known
that in addition to various cognitive and linguistic factors, children’s motivation is prerequisite to reading
comprehension as well. During past decades, the studies on reading have also focused attention on
teacher’s activities in class which also has a significant effect on children’s motivational as well as skill
development. However, a few observation-based longitudinal studies have been conducted.
Abstract:
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Aim and research questions: The aim of the study was to examine changes in children’s reading
motivation and reading skills during the first and second school years in the classes of teachers with childcentred, teacher-centred and child-dominant teaching style. The research questions were as follows.
1. How are the changes in children’s reading motivation (i.e., reading interest and self-efficacy) related to
teachers’ teaching styles?
2. How is the development of children’s reading skills (i.e., word reading skills and reading comprehension)
related to teachers’ teaching styles?
Method: In the two-year longitudinal study, participants were 440 children and their teachers (N =
21). The data were gathered from 21 classrooms which were situated in three municipalities in different
parts of Estonia. The data were collected at three time points: at the beginning of first grade (the fifth week
after school started in September) and at the end of the first and second grade (April). Children’s
motivation and word reading skills were assessed at each time point, reading comprehension was assessed
at the end of first and second grade. In first grade, three lessons were observed in each classroom, and class
activities were coded by means of coding measure ECCOM (Stipek & Byler, 2005). The teachers were
divided by their approach as practising child-centred (n = 8), teacher-centred (n = 7) and child-dominant (n
= 6) style based on the observation. In the data analyses, variable-oriented methods (ANOVA) were
combined with person-oriented methods (Configural frequency analysis, CFA, see Bergman & El-Khouri,
2002).
Results: The results showed that teachers’ teaching styles are significantly related to children’s
motivation and skills. The development of reading motivation and reading skills is supported by childcentred teaching style that is inspired by the child’s individual needs and is oriented to comprehension and
shaping the learning behaviour that is directed towards attracting interest and masterfulness. Domination
of teacher-centred and child-dominant activities in the teacher’s behaviour, on the contrary, tend to hinder
the development of primary school students’ reading skills and fail to support interest in reading. The
findings of the study add to existing literature by examining relations of students’ skill and motivation
development and teachers’ teaching styles. The results are also applicable in teacher education programs.
Observed literacy instructions at Grade 1 classrooms in Estonia and Finland
Jenni Ruotsalainen, University of Jyväskylä, Finland
Abstract:
Introduction: In languages with regular orthographies such as Estonian and Finnish, children learn to
decode words accurately relatively quickly (Seymour et al., 2003). However, the both ability to decode and
the ability to comprehend text are necessary requirements for comprehensive reading skill. Although
teachers implement the same literacy curriculum, they may emphasize certain areas as more important.
Previous research has shown that teachers differ in their instructional emphases (Sonnenschein et al.,
2010) and instructional literacy practices (Juel & Minden-Cupp, 2000). Instructional practices can be
divided into code-focused activities (e.g. phoneme exercises) and meaning-focused activities (e.g.
comprehension tasks). However, effective instructional practices take children’s skills into account and
change accordingly (e.g. Morrison & Connor, 2002).
Classroom observations may produce detailed knowledge of instructional contents and practices in
the classrooms. The analytic framework used in the present study draws from the work by Connor,
Morrison and colleagues (Connor et al., 2009) who have analyzed instructional literacy practices along the
following three dimensions: (1) context (whole class, small group, individual), (2) management (teacher-,
teacher/child-, child-managed), and (3) content (code- and meaning-focused), which is known as the
Individualizing Student Instruction (ISI) classroom observation system.
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Aim and research questions: Our aim was to examine literacy instruction in Estonian and Finnish
Grade 1 classrooms in order to demonstrate which practices teachers use during observed literacy lessons.
The research questions were:
1. Do the literacy lessons differ in terms of context, management, and content?
2. What are the commonalities and differences between Estonian and Finnish teachers’ instructional
practices?
Method: The data were collected in Estonia and Finland. In both countries children attend school at
age 7. However, the difference is that in Estonia children are taught to decode already at kindergarten
while in Finland systematic reading instruction begins at Grade 1. The classrooms were observed at typical
school days in spring semester. Audio recordings of 21 Estonian and 12 Finnish teachers’ literacy lesson
were coded applying the ISI classroom observation system (Connor et al. 2009, 2010) using the Noldus
software (the Observer Pro software, Noldus Information Technology, 2001) which enables to calculate the
duration of each action. Qualitative micro-analysis was conducted on teacher practices.
Results: The results showed that whole class activities varied between 40% and 100% of the time.
Estonian and Finnish teachers differed especially in their use of individualized work: none of the Estonian
teachers differentiated their instruction during the observed literacy lessons whereas half of the Finnish
teachers did (p = .002). Management during the lessons was mainly teacher/child managed (64–100 % of
the time), and Estonian and Finnish teachers did not differ from each other. In terms of content, Estonian
teachers used more time for meaning-focused tasks such as listening and reading comprehension (p = .007)
and print vocabulary activities (p = .006) than Finnish teachers. Furthermore, none of the code-focused
tasks differed significantly, although there were tendencies towards more encoding (p = .070) and reading
fluency (p = .074) activities in Finnish lessons.
Symposium 5
The First Steps (Interaction and Learning within Children-Parent-Teacher Triangle)
Organizers:
Kati Vasalampi, University of Jyväskylä, Finland
Chair:
Martti Siekkinen, University of Eastern Finland, Finland
Discussant:
The First Steps study is follow-up in which little over 2000 children are followed up from their
kindergarten year to the 6th grade (age 6 to 12 years). The aims of the follow-up are to study the links
between children’s academic skills development and motivation during the transition from kindergarten to
primary school, to analyze the children’s developmental paths especially in case of reading problems, and
the contribution of parental and teacher practices and beliefs, teacher-student interactional quality in the
classrooms, and parent-teacher partnership to child’s learning and motivational outcomes. This
symposium includes four papers which present results of The First Step Study. Torppa’s paper examined
development of reading comprehension and showed that reading speed and listening comprehension
accounted for 70% of the reading comprehension variance in Grade 1 and 74% of the variance in Grades 2
and 3. Sikiö’s paper compared the trajectories of writing and reading between language minority children
and native Finnish-speaking children. The results showed that the groups did not differ in level or
development in reading and writing. Turunen’s paper examined how being a victim, a bully, or a bullyvictim is associated with the development of reading skills, and showed that bulling and low reading skills
were significantly related. Finally, Zhang’s study examined the relations between early domain-general
abilities and children’s performance in written arithmetic, arithmetic word problems, and arithmetic
reasoning. The results of this paper showed that letter knowledge, spatial visualization, and backward
spans predicted fourth-grade performance in all the three types of arithmetic.
Keywords: Follow-up; Academic skills development; Learning
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this analysis: Children´s age, gender, language and parent´s education. One-way ANOVA was used for the
statistical analysis.
The results showed that the reading and writing level and development of LM children and CG did
not differ statistically, but RG children´s performance was lower both in reading and writing tests.
Children´s age, language or parent´s education had no effect on the results of the reading and writing tests.
Children´s gender did have a minor effect. In pseudoword spelling skills CG, LM and RG girls were better
than boys. These findings highlight the influence of orthographic consistency and early language skills
literacy acquisition. The results suggest that LM background itself is not a risk factor for children´s reading
and writing in orthographically consistent language.
Examining the simple view of reading in a transparent orthography: A longitudinal study from
kindergarten to grade 3
Minna Torppa, University of Jyväskylä, Finland
George Georgiou, University of Alberta, Canada
Abstract:
This study examines development of reading comprehension and more specifically the dynamic
relationships between the components of the Simple View of Reading (SVR) which states that reading
comprehension ability should be understood as a function of decoding skill and linguistic comprehension.
Despite the vast amount of research on SVR in English language context, there is a lack of studies in the
context of transparent orthographies. This study presents the first developmental model of SVR
components in a transparent orthography, Finnish. We examine the dynamic relationships between the
components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) in the beginning
phase of reading development and the predictive value of Kindergarten cognitive skills (phonological
awareness, letter knowledge, and vocabulary) on the SVR components
A sample of 1,815 Finnish children was followed from kindergarten to Grade 3. Their cognitive
skills were assessed in kindergarten, their listening comprehension and reading speed were assessed in
Grades 1 and 2, and their reading comprehension was assessed in Grades 1, 2, and 3.
The results revealed that reading speed and listening comprehension accounted for 70% of the
reading comprehension variance in Grade 1 and 74% of the variance in Grades 2 and 3. The direct effect of
reading speed on reading comprehension disappeared already after Grade 1 whereas the effect of listening
comprehension remained. The kindergarten measures of vocabulary and pre-reading skills predicted
reading comprehension mainly indirectly via listening comprehension and reading speed in Grade 1.
These findings support the validity of the SVR model in the context of a transparent orthography but they
also show how fast the effect of reading speed on reading comprehension diminishes in a highly
transparent orthography.
Finnish language minority children and children at risk of dyslexia: Comparison of reading and
spelling learning during the first and the second grade
Riitta Sikiö, University of Eastern Finland, Finland
Abstract:
This study compared the trajectories of writing and reading between language minority children (LM,
n=49) and two groups age matched native Finnish-speaking children: those at risk of dyslexia (RG, n=266)
and those without reading difficulties (CG, n= 1737) in Finland.
The purpose of this study was to find out developmental patterns between the three groups (LM, RG, CG) in
basic skills other than reading and writing, namely arithmetic and listening comprehension skills. Also
there were studied the reading and writing skills and development of LM and reading risk groups differ
from those of the CG group.
The test measures were listening comprehension and arithmetic test in 1st grade and pseudoword
test, word- chain test and reading comprehension test in 1st and 2nd grade. Four covariates were used in
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Development of reading skills, externalizing problem behavior and internalizing problem behavior
– connections to bullying behaviors at school
Tiina Turunen, University of Turku, Finland
Elisa Poskiparta, University of Turku, Finland
Noona Kiuru, University of Jyväskylä, Finland
Abstract:
Children with learning difficulties (LD) appear to be involved in school bullying as victims and as
perpetrators more often than their nondisabled peers, although findings related to prevalence and
predictors are inconsistent, and there is a lack of research focusing specifically on difficulties in reading
(RD). The aim of this study is to investigate, how being a victim, a bully, or a bully-victim in the third grade
is associated with the development of reading skills, and teacher-evaluated externalizing and internalizing
problems in the first and second grades of primary school.
The sample consists of 480 children, almost half of them with risk for reading difficulties identified
in preschool. When examining reading skills, externalizing and internalizing problem behaviors separately,
children who bullied others in the third grade had had significantly weaker reading skills in the end of first
and second grades, but not in the beginning of the primary school. Third grade bullies and bully-victims
had portrayed more externalizing problem behaviors in first and second grades, and third grade victims
had had more internalizing problem behavior in second grade. When mixture modeling was used to
identify latent subgroups of children on the basis of their reading skills, externalizing problem behavior
and internalizing problem behavior, children with above average reading skills didn’t portray much
problem behaviors, or participate in school bullying. Bullying behaviors were predicted by groups with
high amounts of externalizing problem behavior, despite the level of reading skills.
Fourth-grade performance in written arithmetic, arithmetic word problems, and arithmetic
reasoning: Early domain-general predictors and numerical mediators
Xiao Zhang, The Hong Kong Institute of Education, China
Tuire Koponen, Niilo Mäki Institute, Finland
Abstract:
Our knowledge of the sources that contribute to early arithmetic learning is extremely limited. Only a few
models of the relations among domain-general cognitive abilities, domain-specific number competencies,
and arithmetic outcomes have been proposed (Krajewski & Schneider, 2009; LeFevre et al., 2010; Zhang,
Koponen, Räsänen, Lerkkanen, Aunola, & Nurmi, in press). Most of these do not consider the multiple forms
76
of arithmetic. To fill these gaps, this study examined the relations between early domain-general abilities
and children’s fourth-grade performance in written arithmetic, arithmetic word problems, and arithmetic
reasoning. We also assessed how symbolic number competence mediated these relations.
A total of 378 children, randomly selected from 1,880 Finnish children in the First Steps Study,
participated and were followed up from kindergarten to fourth grade. Their performance in written
arithmetic, arithmetic word problems, and arithmetic reasoning was tested in fourth grade. Domaingeneral predictors, including linguistic (phonemic awareness, receptive vocabulary, letter knowledge, and
RAN), spatial (spatial visualization), and memory (forward and backward short-term memory spans) skills,
were assessed in kindergarten and first grade. Symbolic number competencies, including number
knowledge and counting sequence knowledge, were measured in first grade. Multivariate multiple
regressions were employed to examine domain-general predictors and numerical mediators of arithmetic
performance.
The results showed that letter knowledge, spatial visualization, and backward spans predicted
fourth-grade performance in all the three types of arithmetic. RAN predicted performance in written
arithmetic and arithmetic word problems but not arithmetic reasoning. Receptive vocabulary predicted
performance in arithmetic word problems but not written arithmetic or arithmetic reasoning. Finally,
symbolic number competencies mediated all the relations between domain-general cognitive skills and
arithmetic performance except for the relation between receptive vocabulary and arithmetic word
problems.
These findings underscore the importance of early fundamental underlying skills for developing
four-grade competencies in various forms of arithmetic. They also highlight the need to understand the
interrelations of these fundamental skills in a comprehensive mediation model of arithmetic development.
context of the balance scale has shown that structuring with material and verbal scaffolds allows for a
better understanding and transfer of knowledge than material alone (Day & Cordón, 1997).
Research questions: The study investigates if a highly structured learning environment a) can foster
6- to 7-year-olds´ learning concerning levers in the context of wheelbarrows and b) can promote transfer of
knowledge to a new context.
Method: The intervention study was carried out with 148 children (age: M=6.62; SD=.32) in a
structured learning environment concerning the force distance in the context of wheelbarrows. One
experimental group experienced an intervention with visual and verbal structuring, the other with visual
structuring only. A control group received no intervention. Children’s knowledge concerning the force
distance was assessed in pre-, post- and follow-up tests within two contexts: wheelbarrow and screwwrench.
Results: Concerning the context wheelbarrow, children who worked in a highly structured learning
environment solved more items correctly than children who worked in a less structured environment
(t(145)=6.12, p<.001; d=1.2), or the control group (t(145)=5.05, p<.001; d=.975). However, in the context
screw-wrenches the three groups did not differ in the amount of correct answers (F(2,145)=.617, p=.541;
ɳ2=.008).
Discussion: The results indicate that fostering young children´s learning concerning the force
distance of levers by highly structured learning environments is possible. However, it seems to be difficult
for young children to transfer their knowledge from one context to another. Possibly, young children do not
recognize the structural similarity between the wheelbarrow and the screw wrench.
Keywords: Verbal scaffolds; Transfer; Science learning
Disparities in early science skills- The role of migration, language skills and kindergarten (preschool) enrolment
Katrin Schöps, IPN- Leibniz Institute for Science and Mathematics Education, Germany
Inga Hahn, IPN- Leibniz Institute for Science and Mathematics Education, Germany
Paper session 7
Can verbally structured learning environments foster young children´s learning and knowledge
transfer?
Britta Naber Germany, Wilhelms-Universität, Germany
Miriam Leuchter, Wilhelms-Universität, Germany
Abstract:
Theoretical background: Transfer is the ability to extend knowledge to an unfamiliar situation in a different
context. Equipping learners with this ability constitutes an important aim of education – otherwise
knowledge about general principles would stay fixed to one concrete context. However, learners often do
not recognize the structural similarities between different situations and fail to transfer their knowledge
(Schalk, Saalbach & Stern, 2011). Therefore, it is important to investigate under which circumstances
transfer can be enhanced. Scientific phenomena, e.g. levers, constitute suitable opportunities to investigate
transfer: All levers underlie the same functional principle (torque rule) but appear in different contexts
(e.g. wheelbarrow, screw-wrench).
Research has investigated young children’s knowledge concerning levers in different contexts: In
the context of balance scales 5-year-olds take into account the load but not the distance (Siegler, 1976).
Regarding seesaws, they consider the distance but not the load (Surber & Gzech, 1984). In the context of
wheelbarrows, 6½-year-olds have more knowledge concerning the load than the distance (Naber &
Leuchter, in preparation). Hence, children’s knowledge about levers seems to depend on the context and
does not always correspond to correct scientific explanations.
Children’s learning in different contexts can be fostered by structured learning environments
(Hardy, Jonen, Möller & Stern, 2006). Structuring can be provided by learning material that might include
illustrations (Levin, Anglin & Carney, 1987; Mautone & Mayer, 2007) and may be enhanced by verbal
scaffolds (Hogan & Pressley, 1997; Hsin & Wu, 2011). Research investigating 8-year-olds’ learning in the
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Abstract:
Ethnic educational inequalities can be found throughout the school career. Children from migrant families
already lag behind in qualifications when they start school (Becker and Biedinger 2006). TIMSS 2011
results demonstrated that 4th grade students whose first language is German outperformed students who
do not speak German at home in mathematics as well as in science tests (Bos et al. 2012). Similar results
have been reported by Heinze et al. (2007) for mathematics skills of grade 1 students. However, up to now
no coherent studies assessed scientific literacy in a pre-school context. Consequently there is a lack of
information on whether disparities in science skills -with respect to migration background- can be detected
as early as in kindergarten. For the German Educational Panel Study (NEPS) a picture based science test
has been developed and administered to 2889 four-year old children. In the scope of the same study the
children took part in a vocabulary and a grammar test. Parent-questionnaires were used to assess the
children’s socio-economic background, their family situation and childcare history. Furthermore, structural
characteristics of the kindergarten environment were recorded and the kindergarten teachers were asked
to rate the children’s ability to speak and understand German. In regression analyses the background
variables vocabulary and grammar skills, migration background, language spoken at home, time since
kindergarten enrolment, science activities in kindergarten and gender were used as explanatory variables
for scientific literacy. The results illustrated a significant connection of the children’s science test scores
and their migration background, vocabulary and grammar skills and whether or not German was spoken at
home. These findings indicate strong disparities between children with and without migration background.
In the next step structural equation modelling will be used to further explore these findings. The results
will be presented at the conference.
Keywords: Scientific literacy; Migration background; Kindergarten
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Improving science skills during mathematic activities in Grade 1
Geerdina M. van der Aalsvoort, Saxion University of Applied Sciences Deventer, The Netherlands
Jannet Doppenberg, Saxion University of Applied Sciences Deventer, The Netherlands
Tjarda de Wit, Saxion University of Applied Sciences Deventer, The Netherlands
Carla Compagnie, Marnix Academy Teacher College, The Netherlands
Martine van Schaik, Marnix Academy Teacher College, The Netherlands
Abstract:
Studies over the years have revealed that numeracy is related to contextual factors besides children’s
characteristics and learning potential, such as parenting (Aunola, Nurmi, Lerkkanen & Rasku-Puttonen,
2004; Linnell & Fluck, 2001), instruction time (Boonen, Kolkman & Kroesbergen, 2011; Klibanoff, Levine &
Huttenlocher, 2006), relationship with teacher and peers (Buyse, Verschueren, Doumen, van Damme, &
Maas, 2008; O’Connor & McCartney, 2007; Verachtert, Gadeyne, Onghena & Ghesquière, 2008) and the
dynamics that underlie the complexity of talk in the classroom especially during science
conversations(Justice, McGinty, Zucker, Cabell & Piasta, 2013). Based upon the results of the former studies
we aimed at eliciting progress in science skills with First graders in 9 regular primary schools by working
in small teaching groups an intervention study was carried out that included four intervention conditions.
Condition 1 included special developed activities eliciting practice in measuring and geometry skills for 10
minutes at a time guided by personal feedback to the teachers based upon videoclips of an activity.
Condition 2 included special developed activities eliciting practice in measuring and geometry skills guided
by Lesson study. Condition 3 included special developed activities eliciting practice in measuring and
geometry skills only. Condition 4 served as control condition. It was questioned whether intervening in the
early years classroom in a structured and guided way would improve the children's skills as well as their
teachers self confidence in their teaching quality with regard to science activities. From each classroom 4
children were selected based upon equal representation of gender and low performance on an arithmetic
test. For pretest measures that took place in November 2013 the following norm referenced data was
collected: The children's motivation score according to the teacher, nonverbal intelligence, a language test
score and verbal and nonverbal skills with a weighing and measuring task. Teacher attitude towards
science was also rated by a questionnaire. Moreover, the classroom context was observed by ECERS-R and
ECERS-E. Finally a small group task that included a science task with the selected children and their teacher
was offered and videotaped. The intervention took three rounds of four weeks between January and May
2014 in which a new activity was offered every week and this was offered to all the children in the
classroom from Grade 2 only, as in the Netherlands Grade 1 and 2 are combined in the same classroom.
During each intervention round video registrations are made weekly in condition 1, 2 and 3. The posttest
measures are collected in June 2014. We will present the findings of the comparison of the pretest with the
post test data to reflect upon the question which condition made the most effective way to improve the
children's skills as well as their teachers self confidence in their teaching quality with regard to science
activities.
Keywords: Science teaching; Mathematics; Thinking skills
quality, access quality, structural quality and process quality) it examines what are the main strengths and
weaknesses of formal and publicly provided ECEC services in Lithuania. In this case study, high quality
ECEC is defined and understood as a multi-dimensional and generic construct which unfolds (and has to be
proactively developed) in four components: governance quality, structural quality, process quality and
access quality; and leads to positive experiences and outcomes for children. The case study is based on
desk and field research. While conducting case study, both qualitative and quantitative data was collected
through desk research, qualitative interviews with national and local policy officials, ECEC practitioners
and compulsory education experts. Also, two focus groups with different stakeholders were organized. This
helped to collect a wide range of data related with all four quality ECEC dimensions and identify what are
the main challenges limiting the provision of high quality ECEC in Lithuania. Besides, insights from
interviewees and focus group participants allowed exerting ECEC features which are particularly important
for children’s positive outcomes.
Keywords: Early childhood education and care; High quality; Case study
Quality and Inequality: do children in deprived areas experience lower quality preschool provision?
Sandra Mathers, University of Oxford, UK
Rebecca Smees, University of Oxford, UK
The strengths and weaknesses of formal and publicly provided high quality early childhood
education and care services (ECEC) in Lithuania
Laura Peciukonyte, Public Policy and Management Institute (PPMI), Lithuania
Abstract:
Research tells us that attending preschool can improve later life chances, but that long-term gains are more
likely if provision is of high quality. This is particularly true for disadvantaged children, who are at risk of
falling behind their peers (Feinstein et al., 2008; Goodman & Gregg, 2010; NICHD, 2000, 2002; Sylva et al.,
2010). However, evidence also suggests that the children most in need of good quality provision are the
least likely to get it. The quality of provision is consistently lower in deprived areas than more affluent
areas; and also in nurseries catering for high proportions of families with risk factors for developmental
delays, such as low income and low maternal education (LoCasale-Crouch et al., 2007; Phillipsen et
al.,1997; Pianta et al., 2002; 2005). Research also suggests that the quality experienced by individual
children from disadvantaged families tends to be lower (Pianta et al., 2002; Dowsett et al., 2008).
This study explores associations between quality and deprivation within a sample of over 1,000
early years providers in England. Quality is measured using the Environment Rating Scales (ECERS-R,
ECERS-E and ITERS-R), and deprivation using the English Indices of Multiple Deprivation (IMD). Results
show that the correlations between quality and deprivation vary by type of provider. Private and not-forprofit providers located in disadvantaged areas, and serving high proportions of disadvantaged children,
were of lower quality than those in more affluent areas. However, state-maintained providers located in
deprived areas were found to offer higher quality of provision for preschool children. Staff qualifications
are identified as an important factor influencing the relationship between quality and deprivation. While
state-maintained providers are all led by a graduate teacher, the proportion of graduate-led settings in the
private and not-for-profit sector is much lower. Within this sector, the negative correlations between
quality and deprivation were found to be weaker in graduate settings than non-graduate settings. The
authors propose that graduates may be better able to rise to the challenge of providing for disadvantaged
populations. These findings have implications for workforce development policy, and suggest that efforts to
support state-maintained graduate provision, and to increase the proportion of graduates working within
the private and not-for-profit sectors, would be beneficial for quality.
Keywords: Quality; Disadvantage; Qualifications
Abstract:
This paper presents the quality assessment of formal and publicly provided early childhood and care
services in Lithuania. Through the analysis of assurance of four quality ECEC components (i.e. governance
Assessing the quality in early childhood education in Finland
Raija Raittila, University of Jyväskylä, Finland
Leena Turja, University of Jyväskylä, Finland
Paper session 8
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80
Paper session 9
Abstract:
Quantitative approaches to defining and measuring quality in early childhood education and care have
provided a key tool for policy development. This study used the Early Childhood Environment Rating ScaleRevised (ECERS-R) to measure the quality of learning environment in day care centres in Finland. The
ECERS-R scale was used as a whole for the first time in Finland in this study. The scale was translated in
Finnish.
In this paper we describe how the scale was adapted in Finnish day care culture and we report
selected results on a sample of 98 early childhood education groups in Finland. In particular, we discuss the
strengths and critical points of the Finnish early childhood education. In conclusion we consider what are
the main steps in order to ensure and improve the quality of day care in Finland in the future.
Keywords: Assessment; Quality; Early childhood education
Prediction of the development of children’s everyday motor competency in early childhood
education institutions
Thomas Moser, University of Stavanger, The Reading Centre, Norway
Elin Kristi Lie Reikerås, University of Stavanger, The Reading Centre, Norway
Finn Egil Tønnessen, University of Stavanger, The Reading Centre, Norway
Abstract:
The longitudinal (2007–2018) and multidisciplinary study to be presented in this paper includes 775
children in ECEC institutions in the municipality of Stavanger (out of 1364 participating in the project). The
final objective of the entire project is to examine potential prerequisites for reading competency later in
school; children will be assessed at 2½ (completed), 4½ (completed), 7½ and 9½ years of age.
The entire project builds on a social-cultural and ecological understanding of learning and
development and aims to investigate children’s language, social, mathematical and motor competency and
development in natural (inter-)actions in everyday activities and environments. The paper to be presented
analyses the relation of motor-life-skills at age 33 months (T1) and 57 months (T2) with particular
emphasis on children revealing rather weak motor competency at T1. The Early Years Movement Skills
Checklist (EYMSC; Chambers & Sugden, 2002) was applied and slightly adapted to specific Norwegian
conditions (Moser & Reikerås, 2014). This screening instrument, consisting of four distinct categories (selfhelp-skills, desk-skills, general-classroom-skills and recreational/playground-skills), was carried out
independently by two staff members who both knew the children well. The research questions are:
(1) Are there any specific items of the EYMSC that may have a particular predictive potential for the
development of motor-life-skills from T1 to T2?
(2) Is it reasonable to believe that a systematic observation of motor-life-skills at the age of 33 months can
provide trustworthy information about the further development of motor competency until age 57 months
– especially when it comes to detecting
A preliminary data analysis revealed, by no means surprising, a significant improvement in motorlife-skills between 33 (T1) and 57 (T2) months of age. But there is only a weak correlation between the
results of EYMSC at T1 and T2 with ceiling effects at T2 as a possible explanation for that. Only about 1/3 of
the children who had the weakest motor skills at T1 remained among the 10 % weakest at T2. In
accordance with recent understandings of the process of motor development, this study confirms a
remarkable individual variability (dynamics) in the development of motor skills.
Currently we re-analyse the data on basis of suitable statistical adjustments of the original data. We
want to present the findings of this re-analysis and will discuss the differences between our analytical
approaches.
Keywords: Motor skills; Development; Prediction
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Children’s day care’: early childhood education institution from children’s perspective
Maarit Alasuutari, University of Jyväskylä, Finland
Kirsti Karila, University of Tampere, Finland
Abstract:
Background: The starting point of the study is in national government of and legislative work concerning,
early childhood education that also aimed at learning about children’s perspectives of the services. As
research literature shows, children’s participation is a multifaceted and sometimes controversial topic,
especially regarding how to conceptualize children’s ‘voice’. In the study, we assume that a child’s voice is
always an interactional and relational phenomenon. Moreover, we consider early childhood education
institution as a system, which while functioning as constraint on its actors and aiming at producing specific
‘subjectivities’, is also produced by its actors.
Objective: The study examines how children, as one of the main actors in early childhood education
institutions, construct the institution and their position(s) in it.
Methods: The study applies qualitative methodology. The data were collected in 24 publicly
organized day care settings in Finland. They include two types of material: photographs that about 50
children (2-6 years) took of their day care setting and audiotaped and transcribed discussions in which the
children presented their photos to their peers and to their teacher in a small group. Moreover, the teachers
interviewed the children about some general issues concerning day care. In the analysis the photos and the
talk about them were examined side by side to demonstrate the meanings of day care for children.
Results: In children’s photos and talk day care institution is constructed on three foundational
blocks. First, it is built on children’s peer relations, in which play and physical activities are the most
salient. Second, the institution is founded on child-adult relations. Children define themselves as in need
and as receivers of care, but also picture adults as the representatives of institutional constraints. Thirdly,
the data shows that the institutional environment has an important role in children’s notions of day care. In
each of the three dimensions children positions themselves in varying ways, which will be more thoroughly
discussed in the paper.
Keywords: Children's participation; Early childhood education as an institution; Visual methods
“To be a child just like the others in the peer group” -the substantive theory of activity and
participation of a child with special educational needs
Kristine Järnefelt, University of Eastern Finland, Finland
Abstract:
A child with special educational needs can be perceived differently by parents and professionals, but also
by other children in the peer group. The way the child is perceived as an actor and a participator in his/her
daily activities affects practices in planning, implementing and evaluating learning in early years and early
intervention.
This presentation is based on a doctoral thesis published as a monograph (From 2010). The aim of
this grounded-theory -study was to describe and examine how early childhood education and habilitation
are connected in the daily routines of one child with special educational needs.
The central category of this research was context-based action and participation of the child with
special educational needs. The substantive theory of this case study is a model of activity and participation
of the child with special educational needs. In this model, elements of action and participation are
described and connected. This model as a substantive theory can be used as a modeling aid when parents
and professionals plan, implement and evaluate co-operation in learning and intervention in children`s
early years as organizational learning. This model can be also used when alternative perspectives and
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pedagogical processes are discussed and explored in inclusive policies in co-operation with parents and
professionals. The model can help to connect pedagogical and diagnostic views and medical models.
Keywords: Grounded theory study; Participation; Inclusion
Disentangling different cultural concepts to better understand how cultural resources are rooted in
each child and how those resources support or not that child's early learning years
Hélène Devarennes, University of New Brunswick, Canada
Abstract:
To understand how early life experiences become a springboard that limit or emancipate a child’s learning
and life opportunities, one needs to understand how cultural capital, culture and cultural identities are
rooted in each child, shaping mechanisms that may or may not support that child’s school success. This
literature review will help expose the strengths and weaknesses of each cultural concept, from the concepts
that shape a child’s cultural resources (cultural capital, culture and cultural identity) to the cultural
pedagogies that try to integrate cultural notions (e.g. culturally responsive classrooms; culturally
competent schools). This paper will then position all these cultural concepts in a school context and
attempt to show how the structure of schools may or may not be responsive to a child’s cultural resources
and how this impacts the child’s school success. This paper will also try to demonstrate how schools’
operational practices may be legitimizing one form of culture over another. Teaching strategies or possible
mechanisms that support culturally competent classrooms, where children are successful regardless of
their personnel cultural resources, will be proposed in this paper.
This paper is part of an on-going pancanadian research that is attempting to understand the
dynamics between culture and drivers for educational achievement. Abundant research in diverse contexts
has established attendance, expectations, and engagement as primary drivers for achievement. But how do
teachers understand the cultural resources that parents transfer to their children and how does this
understanding affect their teaching practices, particularly regarding attendance, expectations, and
engagement? A first step to finding the answer to that question is disentangling the different cultural
concepts and exposing them within school operational practices.
A clearer understanding of how cultural capital and other cultural concepts influence a child’s early
learning years can help ensure same school advantages to all children. Presently, there is a fragmented
knowledge on the relationships or dynamics between different cultural concepts and early childhood
education. Currently, there is a more research on the pedagogy of early childhood education itself and less
research on the context within which the child receives this education. Stronger knowledge of the targeted
cultural concepts and their impact on learning will provide educators and policy makers with a deeper
understanding of how to fit cultural concepts into effective teaching practices and policies. This paper will
conclude with recommendations and questions to foster further discussion.
Keywords: Cultural capital; Cultural identity; School success
Tuesday
26th
This workshop will start with a lecture on the major designs and statistical methods used in longitudinal
research. The designs include longitudinal research, cross-lagged longitudinal studies and cohortsequential design. The statistical methods that will be introduced are longitudinal path analysis, structural
equation modelling (SEM) and latent growth curve modelling (LGM), as well as well as hierarchical SEM
and LGM modelling (when data is nested). Also two person-oriented statistical methods are shortly
introduced: the ISOA method and mixture modelling. After the lecture, discussion groups will be formed
that will focus on discussing about the questions and topics that are raised from the scientific work of the
participants. For this reason, the participants should be prepared to raise issues and problems that they
have currently faced in their scientific work. The participants of the workshop need to have basic
understanding of Statistics (e.g., correlation, regression analysis, analysis of variance, and multi-way
frequency tables).
Symposium 6
Testing the mathematical competence of children 4 to 8 years In Germany and South Africa
Organizers:
Annemarie Fritz-Stratmann, University Duisburg-Essen, Germany
Elizabeth Henning, University of Johannesburg, South-Africa
Chair:
Discussant:
This symposium addresses the problem of assessment of mathematical concepts of children in the 4 – 8 age
group. In the first paper Fritz and Balzer explain the model and the levels of conceptual development of
individual children that it can capture. Using this theoretical model the test was implemented in pilots and
in standardised form in its country of origin. In the second paper Ehlert takes the discussion further, with
results from a longitudinal study and a study with learning disabled children that validates the test.
Henning and Herholdt discuss some of the findings from multiple pilot studies in South Africa, showing
that, by way of Rasch modelling, the test is functional in this context. In the fourth paper Henning and
Ragpot discuss some of the linguistic issues of the translation into four South African languages.
Keywords: Development of math concepts; Rasch modelling; Educational research in South Africa
A developmental model of arithmetical concepts in age 4–8
Antje Ehlert, University of Potsdam, Germany
Lars Balzer, Swiss Federal Institute, Switzerland
Abstract:
Aim: When constructing a hierarchical developmental model of arithmetical concepts you have to find
concepts which are important for understanding mathematics and which are built upon each other. Based
on literature of early numeracy development, existing developmental models, and empirical results
regarding arithmetical learning, a six level model has been created:
• Level-I: The ability to distinguish small sets and to count and enumerate them
• Level-II: The ability to name predecessor and successor of a given number on some kind of mental
number line and to solve small addition tasks by counting or use of the number word sequence
• Level-III: Understanding the connection of number and set in a cardinal number concept
• Level-IV: Part-part-whole concept, organizing the knowledge of breaking and assembling sets
• Level-V: The understanding of congruent intervals between the numbers of the number line (relational
numbers)
of August
13:00–14:30
Workshop 2
Designs and Methods in Longitudinal Studies
Abstract:
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• Level-VI: The understanding of bundling and unbundling numbers of the same quantity (e.g. 3x4)
Methods: The methodological idea of test-construction has been to operationalize the different
concepts of the model. Items have been built, tested and modified in several studies. The idea to prove has
been whether the items based on the theoretical concepts could be used to build a one-dimensional,
cumulative scale. After this, it has been tested if there are areas of the scale which could be interpreted as
homogenous levels.
Results: Two studies using a 1-dimensional 1PL Rasch-model are presented. The test MARKO-D
(Ricken, Fritz, & Balzer, 2013) with 1095 kindergarten-children (average age: 64.6 months, SD=7.2) was
used in study 1 and MARKO-D1 (Fritz, Ehlert, Ricken, & Balzer, in prep.) with 1684 first-graders (average
age: 87.4 months, SD=6.1) in study 2. Results show weighted Infit MNSQ 1±0.2 for 53 out of 55 items
representing levels 1-5, 1±0.3 for the remaining 2 items with good person reliability index (.91) in study 1.
Study 2 yielded weighted Infit MNSQ 1±0.2 for 70 out of 72 items representing levels 1-6, 1±0.3 for the
remaining 2 items with good reliability (.93). Thus, data correspond to the Rasch model, and items form a
one-dimensional cumulative scale. Furthermore, grouping items according to proficiency levels was also
successful.
Importance and future implications: Empirical confirmation of the model allows describing a
hierarchical sequence of concepts, which are built upon each other. The comprehension of each concept is a
prerequisite for acquiring further understanding. The model allows allocating the performance of children
to levels. This can be used for adaptive training-programs.
How do children acquire mathematical concepts? An empirical evidence of a developmental model
Antje Ehlert, University of Potsdam, Germany
Abstract:
Based on the developmental model (Ricken, Fritz & Balzer, 2013) presented by Fritz, Ehlert & Balzer in this
symposium we formulated our research question: It is possible to replicate the model in different studies
respectively: Is it possible to validate this model? Different studies with different age groups were planed
and conducted. In all studies the used diagnostic tests measured the acquisition of mathematical concepts
(MARKO-D test series) and the cognitive abilities (CFT 1 – R, Weiß & Osterland, 2013). All MARKO—D tests
overlap with a large number of items. These overlapping items serve as anchor items. The data of all three
studies were analyzed by Rasch-modeling. Study 1 (longitudinal): A sample consisting of N=246 children in
preschool age was tested. The study includes three measurement points. At measurement point 1 and 2 the
children solved MARKO-D and at measurement point 3 they completed the items of MARKO-D1. Study 2
(longitudinal): N=250 children in grade 1 were tested. This study includes also three measurement points.
At measurement point 1 (grade 1) the children solved MARKO-D1, at measurement point 2 (grade 2) they
completed MARKO-D2 and at measurement point 3 (grade 3) they solved MARKO-D3. As provided in our
study design these children were assigned to a mathematical weak or average competence group. Study 3
(cross-sectional): This study includes children with and without special needs: N=82 children of grade 3
visited schools for learning disabilities and N=422 were first graders of public primary schools. All children
solved MARKO-D1.
What did we found out? All Rasch-models of all three studies fulfilled the quality criteria of Raschmodeling. The analysis showed that the model can be confirmed on the basis of both longitudinal data. The
third study provides evidence that the model of the mathematical concepts is also valid for children with
learning disabilities. Finally, the studies show that the model could be validated. We were able to replicate
the developmental model of mathematical concepts with different designs, with different age groups and
with different achievement groups.
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The migration of an instrument from Europe to South Africa: validating the conceptual model and
moving on to standardization
Roelien Herholdt, JET Education Services, South-Africa
Abstract:
The research reported in this paper is the narrative of a migration of a diagnostic test (MARKO –D) for
young children, when they are first making their world mathematical and symbolical. This is also the time
when they move rapidly beyond their core knowledge (p.e. Carey, 2009) to symbolic knowledge. This is
reputedly a crucial stage in maths concept development and researchers continue to address a burning
question of how the bridge from core knowledge to symbolic knowledge develops (Fias, van Dijk & Gevers,
2012). To explore how children develop in maths in the early years, it is important to utilize a test that has
already gone through the original processes of standardization and that is based on contemporary theories
of conceptual development as found in both cognitive developmental psychology (authors such as Carey ,
2009], and in neuroscience (authors such as Dehaene (2011). Such a test has been found with MARKO-D,
presented in detail in paper 2 in this symposium.
Arguing that research on conceptual development of young children is a neglected area in
educational research in South Africa and that there is no standardized test to assess children, with local
norms, in the country, we propose to show how a test from Europe developed in South Africa from the time
it was encountered three years ago. We also discuss what the pilot studies on 1600 children have yielded so
far. In this paper we will illustrate how the pilots yielded data that, after five different tests administrations,
show that the test is functional for South African conditions (in four languages) and that the Rasch
modelling held successfully in these languages. We thus report that the conceptual model of MARKO-D of
competence was sustained in the pilots of which there were five runs.
The fit with the conceptual model, as applied in research in Germany in the same age group, is such
that the standardization process was set in motion. In February 500 children are tested in different
languages and at the same time a language and culture-free intelligence test is used to validate the test
(CFT, Weiß & Osterland, 2013). Subsequent to that a sample of Grade 1 children (n=300) will be tested at
three time points form June 2014 onwards.
Iterations of translations from German to four South African languages in a mathematics
competence test
Lara Ragpot, University of Johannesburg
Abstract:
This paper aims to analyse examples of translation issues of the MARKO-D test. During three years of
translations from German to four languages used in South Africa it was evident that, although we aim to
minimise shifts in meaning across languages, it remains a challenge to capture meaning precisely in the
lanaguages. In pilot tests with back-translations and cross translations it was found that not only are there
dialectical influences within a language such as isiZulu or Sesotho, but also that translations via English
poses specific problems. We selected all the items that showed signs of translation problems in the
MARKO-D test during the Rasch modelling process and found that the ‘gremlins’ were indeed attributable
to language.
Theoretical framework: The research is a form of discourse analysis, with the central argument
being, in the words of Elizabeth Spelke, that “(n)atural language plays a pivotal role in the development of
abstract numerical and geometric concepts and does so by serving as the primary medium for combining
information productively across distinct systems of core knowledge” (Spelke, 2012, p. 312). We have some
evidence from the research on 1600 children that language effect can be minimised (if not completely
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neutralised) to ensure unidimensionality of the instrument. Our argument is that if language serves as
“combinatory agent” in assembling knowledge to form concepts once children use lanaguge (Carey, 2009),
then it would mean that they lodge much of their early understanding of maths (in the forming of concepts)
in their use of language. Tests that assess their knowledge in oral interview format is thus not free of the
effects of language, although, after many iterations, such a test could come close to a reliable translation.
In the analysis we make use of Vygotsky’s (1986) proposition that external speech becomes internal speech
(thinking) and that words are thus semiotic tools that do not actually form, but that facilitate concept
formation by becoming placeholders during conceptual change (Carey, 2009) or agents for assembling
information to form concepts (Spelke, 2012).
Results: We refer to only some of the results, pertaining to number words.
• Number names as conceptual indication: In isiZulu “shiya” is an important morpheme in counting words.
It means to “leave behind or abandon.” It gives a clear image of partitioning and pre-empts an
understanding of part and whole while the learner is still only at the counting level.
• Number names as ‘to be’: Some counting names precurse cardinality.
• Number names that presuppose finger counting
Symposium 7
Self-regulation and executive functions in early childhood: conceptualization, assessment and
findings
Organizer:
Pauline Slot, Utrecht University, The Netherlands
Chair:
Discussant:
Frederick J. Morrison, University of Michigan, USA
Despite the wide consensus on the critical importance of optimal development of executive functions and
self-regulation in early childhood, there is still a lack of conceptual clarity regarding these constructs and,
related to that, a lack of consistency of assessment methods across studies. Several issues stand out. Does
EF in young children show the same three-factor structure found in older children and adults? How do testbased measures of EF relate to children’s observable self-regulation in actual (classroom) contexts? Can
‘cool’ and ‘hot’ executive functions be reliably distinguished in young children, how are they interrelated
and how do they interact in the actual classroom context?
The present symposium addresses these issues. Vandenbroucke et al. present the results of a study
examining the structure of executive functions in 5- to 6-year-olds in Flanders, Belgium. Cadima et al.
present findings of a study into the distinction in cool and hot executive functions in a Portuguese sample of
preschoolers. Van Ravenswaaij et al. present the results of an in-depth microgenetic study of the coping
strategies that Dutch 2- and 3-year-olds employ to deal with delay-of-gratification tasks. Finally, Slot et al.
present the outcomes of an observation study in Dutch day care and preschool classrooms with 2- to 4year-olds addressing the question how children put their executive functions and self-regulation into
practice.
Keywords: Executive function; Self-regulation; Assessment
Structure of executive functions (EF) and risk profiles for EF-quality in preschool children
Loren Vandenbroucke, KU Leuven, Belgium
Karine Verschueren, KU Leuven, Belgium
Dieter Bayerns, KU Leuven, Belgium
Abstract:
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Theoretical framework: Executive functioning (EF) is the cognitive ability to coordinate and guide behavior
in order to solve a problem and attain a future goal. Although studied intensively, there is no consensus on
the constituting factors of EF. Diamond (2013) suggests a framework with three core EFs (inhibition,
working memory and cognitive flexibility) which develop early in life, and from which higher order EFs are
built (e.g. reasoning, planning). Evidence suggests that further subcomponents within the core EFs can be
distinguished which develop at their own pace. Studies that set out to determine the structure of the core
EFs at preschool age favor a unitary structure (Miyake & Friedman, 2012). However, these studies often
include participants from a too broad age range (e.g., 2-6 years of age; Wiebe, Espy & Sharak, 2008) and fail
to take all subcomponents of the core EFs into account.
Objectives: The first aim of this study is to clarify the structure of EFs in preschoolers when they are
about to make the transition to elementary school (5-6 years of age). As we want to embrace the full
complexity of EFs, we will operationalize the three core EFs at their respective subcomponent levels. The
second aim is to determine whether combinations of demographic and family factors (risk profiles)
contribute to the quality of EFs.
Methodology: 120 typically developing children who are about to enter elementary school (5-6
years of age) take part in this study. Five tasks tap inhibition (Flanker task, Go/No-go task, Object inhibition
task, Delay of Gratification Task and modified Temptation Task), 12 tasks measure working memory
(Automated Working Memory Assessment battery; Alloway, Gathercole, Kirkwood & Elliott, 2008) and 4
tasks tap cognitive flexibility (Verbal fluency task, Design Fluency, modified Object shifting task and
modified Knock Tap task). Factor analysis is used to determine the structure of EFs. Through
(un)standardized questionnaires parents provide information about the demographic and family
background. A person-centred approach (latent-class analysis) will be used to determine risk profiles.
Results and interpretation of findings: Data collection is scheduled from February to May 2014.
Conclusions about the structure of EF and the influence of demographic and family background on EFquality will be drawn. A parallel study in our research group assesses the same EF-subcomponents in a
group of children at the end of elementary school. By comparing the results in both age groups, conclusions
about the EF-development will be made. Implications for EF-assessment in future studies and early
detection of developmental delays will be discussed. Also, the significance of our findings for education will
be considered.
Self-regulation in young children in Portugal: testing a two-component model
Teresa Leal, University of Porto, Portugal
Tiago Ferreira, University of Porto, Portugal
Paula M. Matos, University of Porto, Portugal
Joana M. Vieira, University of Porto, Portugal
Abstract:
Early self-regulation has received increased attention from the early childhood research literature given its
important implications for early school success (Blair & Razza, 2007; Morrison, Ponitz, & McClelland,
2010). Self-regulation includes both cognitive and emotional regulation and refers to aspects of attention,
working memory, inhibitory control, and the ability to regulate emotions (McClelland et al., 2007). Selfregulation helps children manage and direct their own emotions and behaviors and to adjust deliberately
to the demands of the classroom settings (McClelland et al., 2010). Despite clear evidence that selfregulation plays a key role in young children’s school success (Blair & Razza, 2007, McClelland et al., 2007),
there is still debate regarding the exact nature of this construct and its underlying components (McClelland
& Cameron Ponitz, 2012). Recent advances in research have distinguished two components of selfregulation, cool and hot, that are particularly relevant in school settings (Brock et al., 2009; Denham et al.,
2012). The hot component of self-regulation involves emotional and motivational regulation processes,
such as controlling own impulses in motivationally significant contexts (e.g., with peers or tempting toys)
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and purposefully paying attention during emotional arousal. One aspect of this component is the ability to
delay gratification. The cool component of self-regulation refers to goal-directed cognitive processes in
response to more affectively neutral contexts, and includes components such as attention flexibility,
working memory, and inhibitory control. A particular aspect of cool self-regulation is effortful control,
which as been defined as voluntary attentional persistence). Despite some evidence for this structure, more
research is needed. In addition, given that self-regulation development may be contextually specific, more
research is needed in different cultural contexts.
In this study we examine the dimensionality of self-regulation in 213 preschool children in Portugal
and explore the potential differential relations between components of self-regulation and socioemotional
outcomes. Four tasks were selected (a) Snack delay; (b) the Gift wrap task; (c) Toy sort; and (d) Head-ToesKnees-Shoulders (HTKS). The Emotion Regulation Checklist (ERC; emotion dysregulation subscale α = .88),
Child Behavior Questionnaire (CBQ; effortful control subscale α = .83), and Strengths and Difficulties
Questionnaire (SDQ; externalized problems α = .85) were completed by teachers.
Results indicated that a two-factor latent structure of self-regulation consisting of cool and hot
components of self-regulation provided the best fit for the data. Specifically, the hot factor consisted of the
Snack delay and Gift wrap tasks, and the Cool factor consisted of Toy sort and HTKS tasks. Tests of model
equivalence indicated that the model held invariant for gender. Partial invariance was supported for age.
Furthermore, results of structural equation modeling indicated that cool component was related to
teacher-rated effortful control when examined concurrently with hot component and that the opposite
pattern of correlations was obtained for teacher report of emotion dysregulation. Regarding predictive
validity, higher scores on the hot self-regulation component positively predicted teacher report of
externalized problem behaviors in the classroom. This association varied depending on child gender, such
that hot self-regulation seems particularly important for boys.
The dynamics of self-control during delay of gratification in toddlers
Heleen van Ravenswaaij, Utrecht University, The Netherlands
Hanna Mulder, Utrecht University, The Netherlands
Josje Verhagen, Utrecht University, The Netherlands
Abstract:
Introduction. Self-control has been positively linked to adaptive and enhanced social as well as academic
development (e.g., Zimmerman, 2000). However, it is currently not known how young children manage to
exert self-control. Understanding the dynamics of young children’s self-control behavior can provide
valuable information for understanding individual differences in delay tasks. This study therefore
investigated how toddlers manage to exert self-control, by studying their attention, verbal, and motor
behaviors in a delay of gratification situation.
Methods. The sample consisted of 22 toddlers aged 2-2.5 years and 40 toddlers aged 3-3.5 years.
Toddlers’ looking, verbal, and motor (i.e., hands, head, and body movements) behaviors during a oneminute snack (n = 60) and gift (n = 55) delay of gratification task were coded second-by-second. This indepth coding of children’s behaviors in relation to self-regulation was conducted to define specific delay
coping strategies, as well as the change in strategy use during each task. Data were analyzed using latent
class analyses in Mplus and hierarchical regression analyses in HLM.
Results. Approximately a fourth of all two and three years old toddlers did not manage to delay
gratification on request. As children who failed the task did so within the first few seconds and verbal
behaviors occurred very infrequently, only the observed looking, hands, head, and body behaviors of the
successful toddlers were included in the cluster analysis. Analyses of the snack and gift delay tasks using
latent class analysis revealed three main coping strategies, in order of occurrence from most to least
frequently used strategy: (1) complete attention disengagement, which refers to paying no attention to the
reward at all with none of the behavior systems, (2) partial attention disengagement, which refers to
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looking at the reward while effortfully holding the hands away from it, or inhibiting visual attention with
the hands in proximity of the reward, and (3) full reward attention, when all attention systems (eye-gaze,
body posture, hand-movement) are focused on the reward. Within children, the full reward attention
strategy, which is the most ‘risky’ strategy in view of the task because the attractive reward is in full
attention focus, was more often observed at the beginning of both tasks whereas the use of the complete
attention disengagement strategy increased nearing the end of the tasks, suggesting that children
deliberately change from a strategy that is more tempting to a strategy that is more controlling.
Conclusion and discussion. This study found that young children use a restricted set of strategies in
order to cope with a delay of gratification situation. These strategies however are not fixed and reveal
marked individual differences. Moreover, children frequently change strategy during the tasks, suggesting
that the ability to delay immediate gratification is not dependent on one-dimensional inhibitory control,
but on a clever mix of strategies of controlling attention and motor responses.
Relating observed self-regulation in play to test-based measures of cool and hot executive functions
Abstract:
Relating observed self-regulation in play to test-based measures of cool and hot executive functions
Self-regulation develops already in the first years of life (Blair & Diamond, 2008; Bronson, 2000). Selfregulation can be defined as the ability to control or direct one’s attention, thoughts, emotions and actions
(McClelland & Cameron, 2012), and to adapt behavior optimally to situational demands in order to reach
personal goals. (Baumeister, Schmeichel, & Vohs, 2007). Self-regulation is considered an important aspect
of children’s school readiness (Blair & Diamond, 2008; Calkins & Williford, 2009). Although positive
associations have been found between self-regulation and academic achievement, social competence and
positive classroom behavior (Calkins & Williford, 2009; Morrison, Ponitz, & McClelland, 2010), most
studies to date have relied on test-based measures of self-regulation or executive function (EF). Hence,
little is known about how children bring their self-regulation skills into practice in naturally occurring
classroom situations. The current study aimed to add to the existing evidence on three-year old children’s
self-regulation skills by using newly developed observational measures to assess cognitive and emotional
self-regulation skills in a naturalistic play setting. In addition, the relations between test-based measures of
EF and children’s observed cognitive and emotional self-regulation were examined.
113 children in 38 classrooms were videotaped in a naturalistic play setting and their behavior was
coded using newly developed observation scales for cognitive and emotional self-regulation. Cognitive selfregulation was assessed on the following three indicators metacognitive knowledge, metacognitive
regulation and persistence. Emotional self-regulation was assessed on the following four indicators
knowledge of emotions, emotion regulation, resolving conflicts and behavioral self-control. A confirmatory
factor analysis confirmed the two moderately interrelated self-regulation constructs (x2(8)=6.94, p=.54;
CFI=1.00; RMSEA=.00, SRMR=.03). Results indicate that children as young as three years of age showed
cognitive self-regulation and emotional self-regulation in play, revealing strong variation between children.
Concerning cognitive self-regulation, children were observed to show metacognitive regulation of play,
evidenced by verbal and nonverbal indications of planning, monitoring, and control. Moreover, most
children were able to persist in their play. However, children hardly showed explicit metacognitive
knowledge. Regarding emotional self-regulation, most children were able to regulate the intensity and
expression of their emotions that were disruptive of their play. Furthermore, most children were able to
resolve mild peer conflicts, which were quite common but seldom disruptive to play. Also, children were
able to adjust their behavior to social-situational demands, such as waiting for a turn or sharing toys.
However, explicit knowledge of emotions was hardly observed. Finally, positive associations between testbased measures of cool EF with cognitive and emotional self-regulation were found. To conclude, the
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results from the present study reveal that observational measure can be used to assess how children’s
bring their self-regulation into practice, which can have implications for early childhood practices in view
of enhancing these skills.
Paper session 10
Maternal emotional expressiveness and children’s sensitivity to teacher criticism
Ai Mizokawa, Meiji Gakuin University, Japan
Abstract:
Caregivers’ emotional responses to children influence children’s social and emotional development.
Starting in the early years of life, children are very sensitive to the emotional signals of others. For example,
infants as young as 6 months of age follow the direction of adults’ gaze. From about 12 months, infants
often use their mothers’ emotional cues to guide their own reactions in ambiguous situations. A mother’s
emotional expressions serve not only as a guide to appropriate behavior in ambiguous situations but also
as feedback to the child about the child’s own behavior. Hence, such maternal emotional reactions influence
children’s belief systems concerning the acceptability and reasonableness of their behavior.
The present study focused on how the emotional climate in families, especially the maternal emotional
expressiveness in mother–child interactions, relate to children’s responses to criticism (i.e., negative
evaluation) in extra-familial situations.
Fifty-three Japanese children (mean age: 5.91 years) and their mothers participated in this study.
Children’s Sensitivity to teacher criticism was assessed using hypothetical scenarios in which a puppet
child representing the participant made a small error, and a puppet teacher pointed out the error. The
stories and procedures were developed based on Heyman et al. (1992). Maternal reports were obtained to
determine the emotional climate of mother–child interactions. Mothers responded to 19 questions
(addressing 10 positive and nine negative dimensions) included in a modified version of the SelfExpressiveness in the Family Questionnaire (SEFQ; Halberstadt et al., 1995) in terms of the current
mother–child situation.
The results demonstrated that negative maternal expressiveness toward one’s own children was
positively related to children’s ratings of their own ability and negatively related to children’s motivation to
continue with the task after teacher criticism. Positive maternal expressiveness was not related to
children’s sensitivity to criticism.
These findings suggest that children who have experienced more negative emotion from mothers
may be more likely to hold negative beliefs about how others will respond to their behavior more generally.
This may, in turn, lead to a defensively positive view of one’s own abilities and a disinclination to persevere
as protection from additional opportunities for teacher evaluation. It is also suggested that children who
are exposed to a steady stream of too much positive feedback in interactions with their mothers may come
to expect only positive responses and may not have a chance to develop strategies for coping with negative
feedback.
Keywords: Sensitivity to teacher criticism; Maternal expressiveness; Young children
Links between risk factors and maternal sensitivity in psychosocially stressed families
Alex Neuhauser, University of Applied Sciences of Special Needs Education, Switzerland
Abstract:
During early childhood, maternal sensitivity is a fundamental parenting construct and a determinant of
positive child outcomes. Children from highly sensitive mothers have better behavioral and emotion
regulation skills, are more empathetic and socially responsive, have advantages in communication and
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language development, and are more likely to have a secure infant-mother attachment (e.g. Belsky &
Fearon, 2002; Wolff & IJzendoorn, 1997). The fact, that not all parents engage in such growth-promoting
behavior raises the fundamental question about determinants of parenting behavior. Theories of the
determinants of parenting assume that parental functioning is multiply determined. For understanding
why parents parent the way they do the most important is the accumulation of risk and protective factors
(Belsky, 2008). The goal of the present paper is to examine the association of four risk factors (i.e., familial,
social, material, and child-related stress) to individual differences in maternal sensitivity. For prevention
and intervention it is very important to identify facors that predict sensitive maternal behavior. To date
only few studies have included multiple determinants, especially in nonclinical and multiethnic samples.
Methods: Data are taken from the long-term study ZEPPELIN 0-3 (Zurich Equity Prevention Project
with Parents Participation and Integration), witch applies the US-American program „PAT – Parents as
teachers“ (Neuhauser & Lanfranchi, 2014). 252 families psychosocially at-risk were randomly assigned to
an intervention and a control group. Data collection started in 2011 when children were approximately 3
months old, and continued at 12, 24, and 36 months. To assess maternal sensitivity the CARE-Index was
used (Crittenden, 2010). The index is obtained by scoring a videotape of a mother-child play-interaction in
a standard observation. Psychosocial risk factors were rated in four domains: child (e.g., prematurity),
family (e.g., single parent), material (e.g., confined living space), and social (e.g., social isolation) according
to the “Heidelberg Stress Scale” (Eickhorst, Stasch, & Sidor, 2012).
Results: So far, preliminary results with baseline data at three months show that the degree and
quality of stress is linked to maternal sensitivity: The higher the stress the lower the maternal sensitivity.
Especially social stress – experienced as limited social network and lack of support – is negatively
associated with maternal sensitivity. Maternal education influences maternal sensitivity independently of
the risk condition and is confirmed as a protective, respectively risk factor.
Conclusion: Families at risk and especially immigrants have special needs. The challenge for
enhancing learning and development is to consider the lack of social networks and missing support.
Consequently, systems of support should be easily accessible and/or visiting families at home.
Interventions should include (additional) approaches to implement social networks and to increase the
intercultural competence of supporters.
Keywords: Early care and education; Families at risk; Prevention
Mothers’ interactional sensitivity predicts children’s mathematical skills at preschool age
Anne Sorariutta, University of Turku, Finland
Maarit Silvén, University of Turku, Finland
Minna M. Hannula-Sormunen, University of Turku, Finland
Abstract:
Children vary greatly in their mathematical development by preschool age. Few studies have explored the
antecedents of these individual differences in early childhood. The relationships between early motherchild interaction and children’s developmental outcomes have been extensively explored but thus far the
role of parent-child interaction in children’s mathematical development is less known. Some recent studies
have indicated that mothers support and stimulate their children’s mathematical skills during daily
interactions.
The aim of the longitudinal study was to explore if and how mothers’ sensitivity during play
interactions in early childhood predicts differences in children’s mathematical skills at preschool age. The
study reports data from the Turku Longitudinal Study 1. The sample consisted of 65 Finnish-speaking twoparent families of first-born children. The families were recruited from the files of the Population
Registration Centre. To assess maternal sensitivity, the mothers were videotaped during joint play episodes
with the child at age 1;0 and 2;0 (Parent´s Interactional Sensitivity with the Child, Silvén, 1994). Children’s
skills in recognizing and naming concepts of size and shape, as well as recognizing and producing cardinal
number words were examined at age 3;0 using The Early Language Test (Silvén, 1996).
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The predictive relations between the mothers’ interactional sensitivity and children’s later
mathematical skills were examined with hierarchical regression analyses. We controlled for child’s gender
and parent’s educational status, both of which have been shown to have an effect on development. The
findings revealed that mothers’ sensitivity during play interaction predicted children’s mathematical skills
at age 3;0. More appropriate timing of cognitive guidance in infancy (1;0) was related to children’s better
performance in recognizing and naming concepts of size and shape, as well as in recognizing cardinal
number words. Mothers’ emotionality in toddlerhood (2;0) differentially predicted children’s skill in
recognizing and naming cardinal number words. The findings will be discussed in relation to how parents
can support children’s mathematical development early in life together with early childhood educators
outside the home context.
Keywords: Mother-child interaction; Mathematical skills; Early childhood
An app to support parent-child interaction; effects on vocabulary development
Rosa Teepe, Radboud University Nijmegen, The Netherlands
Inge Molenaar, Radboud University Nijmegen, The Netherlands
Ludo Verhoeven, Radboud University Nijmegen, The Netherlands
Abstract:
Vocabulary development is important for later academic achievement (Snow, Burns & Griﬃn, 1998).
Therefore, it is of great importance to understand how characteristics of parent–child interactions
influence vocabulary development of children. To learn words expressively, it is assumed that retrieval
practice (i.e. verbally producing words) is crucial (Sénéchal, 1997). For example, children’s expressive
word knowledge is promoted when parents ask open ended questions during story book reading (e.g.
Biemiller & Boote, 2006). Questions can vary on different levels of abstraction; from contextualized to
decontextualized (Blank, Rose & Berlin, 1978a). Challenging questions stimulate language learning, but
they should be adjusted to the comprehension level of the child to create a contingent interaction
(Whitehurst et al., 1988).
Some parents (e.g. parents with lower SES backgrounds) experience difficulties in creating
challenging and contingent interactions. ICT can be used as a tool to support parents in creating rich
interactions with their child. From previous research we know that electronic story books can stimulate
young children’s vocabulary knowledge (e.g. Korat, 2010; Smeets & Bus, 2012). However, in these studies
children were reading electronic books individually without parental involvement. In this study, we
investigated parent-child interaction when together playing the app Jeffy’s Journey. The research questions
addressed were:
1. What is the effect of an app supporting parent-child interaction on expressive vocabulary
knowledge of children?
2. What aspects of parent-child interaction (the amount of questions and the degree of contingency)
contribute to expressive vocabulary knowledge?
We studied an experimental group of 44 parent-child dyads and a control group of 30 children. Mean age of
the children was 3;3 years. In the first and fourth session, pre- and post-tests of expressive vocabulary
knowledge were administered in both groups. In the second and third session, parent-child dyads of the
experimental group played Jeffy’s Journey. The app was a search-and-find exercise in which parent and
child were helping Jeffy to find back his clothes. It contained several functions aimed at generating
interactions on different levels of abstraction. For example, there was an emotion button to change
emotions of a character. Interactions were transcribed and coded following a coding scheme adopted from
Van Kleeck et al. (1997), distinguishing utterances on four levels of abstraction. In addition, the amount of
questions of the parent was counted.
Preliminary results demonstrated that there was a significant difference between pre-and post-test
on expressive vocabulary knowledge. This indicates that children learn words expressively while playing
the app. Results also show a relation between the amount of questions that parents asked during play and
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expressive vocabulary development. When parents asked more questions, children demonstrated greater
gains on expressive vocabulary knowledge. This confirms that producing language is indeed important for
expressive vocabulary learning. Secondly, results showed that children had greater gains in expressive
vocabulary knowledge when parent and child had a contingent interaction, in which they attuned their
utterances on similar levels of abstraction. This study shows that apps containing suggestions for questions
and promoting contingency between parent and child enhance the child’s language development.
Keywords: Parent-child interaction; Game apps; Vocabulary development
Paper session 11
Compliance of observation assessments of pre-school practitioners
Lars Eichen, Humboldt-Universität zu Berlin, Germany
Julia Bruns, Humboldt-Universität zu Berlin, Germany
Abstract:
Experts agree that the elementary education sector, and therefore pre-school practitioners can and must be
professionalized (Balluseck 2008a; Thole 2008; Speth 2010). The concept of professionalization relates to
real or theoretically codable competencies of teachers (Thole, 2008, S. 275). A key competence for child
care practitioners is diagnostic expertise. More important competencies can be found in the overview
«Frühpädagogik studieren – ein Orientierungsrahmen für Hochschulen» (Robert Bosch, 2008). This study
focuses on diagnostic expertise which involves observing children and documenting their stage of
development. Observation and documentation of the steps of development of every child is part of nearly
every formal curriculum in Germany and Switzerland. The observation and documentation of learning
processes in the early stage of development includes evaluating the learning process, as well as planning
and teaching in challenging learning environments. (Wustmann Seiler & Simoni, 2012, S. 50). Research has
shown: The accuracy of assessment of the stages of development in early childhood depends on the amount
of time a pre-school practitioner spends observing a child. Furthermore a pre-school practitioner needs to
have a child-centered, positive and respectful attitude. In short: disinterest or an ambivalent attitude
towards the children may lead to incorrect assessments (Walter-Laager & Pfiffner, 2009, S. 237).
Research question: On the basis of these findings the present quasi-experimental study analyzes the
objectivity of the observational assessments of pre-school practitioners. The central question is: Can
additional video material be used to increase the objectivity of the observational assessments of pre-school
practitioners?
Methods: The sample consists of 96 students studying to be pre-school practitioners and teachers
in Switzerland and Germany. The study uses a pre-test/ post-test design with control group. The pre-test
data (collected from a questionnaire) includes students’ knowledge relating to early childhood
development. Data on accuracy of assessment of the stages of development in early childhood was collected
via video vignettes in pre- and post-test. Before the second test the experimental group was given video
accompanying material which explained how to assess these particular steps of development.
Results: The results of the study show that the use of video accompanying material increased the
objectivity of observational assessments made by preschool practitioners at only two stages of
development. In the other cases the video accompanying material did not affect the objectivity of the
observational assessments. It can be assumed that the quality of the training needs to be increased.
Therefore further research should investigate if a variation of the training or a more intense type of
training is needed to support the objectivity of observational assessments. Following the results of this
study it might be possible that the video accompanying material needs to meet certain criteria in order to
support the objectivity of observational assessments.
Keywords: Professionalization; Observational assessment; Early childhood development
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Interventions of early childhood teachers during free play – a video analysis study
Heike Wadepohl, University of Hanover, Germany
Katja Mackowiak, University of Hanover, Germany
Abstract:
Teacher-child interactions play an important role concerning the quality of early childhood education
(Ahnert, 2007; Hamre & Pianta, 2005). Longitudinal Studies show positive correltaions between teacherchild interactions and children’s cognitive and social-emotional outcomes (Lamb, 1998; Peisner-Feinberg
et al., 2001; Sylvia et al., 2004). Therefore, teachers should interact in a professional and co-constructive
way with children creating learning opportunities which support children’s development the most
(Fröhlich-Gildhoff et al., 2011; Fthenakis, 2009).
In the last years, studies showed that early childhood quality in Germany and in other countries is
clearly improvable (DJI, 2013; OECD; 2009). One attempt was a partly academization of early childhood
teachers’ education (BMFSFJ, 2003; Mackowiak, 2010).
The PRIMEL project analyzes the quality of professional support in free play and structured
learning situations. Three dimensions of teachers’ professional interventions will be assessed: 1. cognitive
activation/ instruction (16 items), 2. social-emotional support (4 items) and 3. classroom management (8
items). Therefore, 88 early childhood teachers with different education levels (academic vs. non-academic)
were video-taped during free play situations and structured learning situations. The videos are analyzed
via micro analytical coding within a 10sec time sampling.
First descriptive results of a subsample of 51 teachers show the most frequent scores on the
classroom management dimension. Teachers helped the children in organizing their play (e.g. finding
materials, discussing what or where to play) on average in 34% of the sequences. Furthermore, they
observed the children in about 30% of the sequences. Obviously, more reactive strategies such as
establishing rules or consolation are very rarely set (<3%), maybe because they are not provoked by
children’s behavior.
Concerning the cognitive activation codes, first analyses show a very low percentage in codes over
all groups. The results of the entire sample and possible group differences will be presented on the
conference.
Keywords: Early childood education; Professionalization; Early childhood quality
Professional development intervention programme in Danish daycare. VIDA. Design and selected
results
Bente Jensen, Aarhus University, Denmark
Peter Jensen, Aarhus University, Denmark
Astrid Würtz Rasmussen, Aarhus University, Denmark
Abstract:
This study investigates the effects on children of the VIDA intervention in Danish daycare institutions from
2011 to 2013. The purpose of VIDA is to improve child learning and socio-emotional outcomes, especially
among socially disadvantaged children. Cunha et al (2006) found that the foundation for children’s future
success in life is laid very early. Hence, it is very important to establish high-quality child care and early
childhood education programmes to improve child development. This requires greater knowledge of how
to design early childhood programmes. At the same time, it has become clear that socio-emotional skills are
as important as cognitive abilities (Heckmann, et al. 2010). The VIDA programme is based on these
findings.
The VIDA approach is however also based on studies of professional development, learning and
innovation in the public sector, as well as research on practice-based innovation. More specifically, the
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VIDA programme aims at improving quality in pedagogical work based on learning and knowledge sharing
among daycare professionals.
VIDA is a randomized controlled trial where some daycare institutions have received extra training
of the daycare professionals (VIDA Basis), some have received extra training of daycare professionals while
additionally implementing a programme for the parents (VIDA+), and some institutions have not received
any extra training (control institutions). Analysis of the VIDA intervention shows positive effects from VIDA
Basis on the children in general. Child outcomes are measured on five dimensions of the SDQ scale.
Keywords: Learning and socioemotional development; Sociially disadvantaged children;
Professional development
Integrating elementary teacher education with a “teaching school”: A case study from South Africa
Sarah Gravett, University of Johannesburg, South Africa
Nadine Petersen, University of Johannesburg, South Africa
Abstract:
The paper presents a case study of the first four years of integrating a elementary school teacher education
programme with a “teaching school” - the first of its type - in South Africa. The school was established as a
blend of the ‘lab’ school idea and the ‘practice/teacher training’ school notion that comes from the Finnish
Model (Sahlberg, 2011; Lavonen, et al, 2010; Neimi & Lavonen, 2012). The objectives for establishing the
school were: serving the education needs of young children, developing a practice learning site for the
education of teachers of young children, enabling longitudinal child development studies and research on
children’s performance in the school curriculum.
Within the case study a range of data collection methods were employed, working largely with
qualitative data. Data was sourced from different roleplayers involved in the teaching school. Each data set
was analysed using procedures associated with content analysis following the guidelines suggested by
Charmaz (2003), resulting in conceptual categories, which were in turn used to thematise the findings.
The theoretical bent of this study rests on two parts of Vygotskian theory - its current umbrella
framework for various related theories, known as cultural historical and activity theory (CHAT)
(Engeström, 2001; Daniels, 2006; Kozulin, 1990) and cognitive apprenticeship theory (Brown, Duguid &
Collins 1989; Rogoff, 1990, Brown, 2001).
Four main findings emerged from the research:
1. The full development of the school as teaching school was hampered by restrictive education legislation.
Without affording special status to teaching schools, thereby enabling closer collaboration between the
university and school with regard to school governance and teaching and mentoring practices in the school,
it would be unfeasible for TSs to serve as a ‘teaching laboratory’.
2. The success of the TS as a practice learning site was prefaced on integrating the coursework curriculum
with the work in the school and on a close cooperation between the reaching school staff and the academic
staff. This was partly realised but roleplayers under-estimated the complexity involved in bringing together
these “two worlds” together. Bridging the divide between the school and university is multifaceted: It
requires staff from both contexts to journey out of their own organizational and professional territories
and to combine their respective skills, knowledge and expertise in new ways.
3. One of the greatest values is that the way in which the teacher education programme was structured in
relation to the student teachers’ involvement in the teaching school, enabled student-teachers developing a
deep understanding of child development in terms of learners’ developmental milestones, learning of the
school curriculum, and the knowledge base required for teaching young children
4. The teaching school as social research site spawned research on children’s learning and development
across a range of variables, including their mathematical ability, their language development, literacy
development and science concept development.
Keywords: Teacher education; Training school; Child development
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Paper session 12
Problems underlying reading disabilities - universal or language-specific?
Mikko Aro, University of Jyväskylä, Finland
Abstract:
The models of reading acquisition have been based mainly on the research findings concerning the
acquisition of reading skills in English. Studies of reading development with explicit emphasis on
differences between alphabetic orthographies have, however, shown that there is marked variation in the
development of literacy skills depending on the features of individual languages and orthographies.
Especially the variation in the regularity of the grapheme-phoneme correspondences and syllabic structure
have been identified as features affecting the challenges of beginning reader, and respectively, the
differences observed between alphabetic orthographies.
Similarly, although the language-related deficits are widely accepted as the main factors underlying
specific reading disabilities, the studies in different orthographies have revealed variation in the relevance
of the these language-related problems from the point of view of developing literacy skills. The studies
suggest that the relation of reading development and e.g. phonological processing and rapid naming is
dependent on the orthography.
This presentation reviews the research findings concerning the problems that are suggested to
have causal relation with problems in reading development. The observed similarities and differences
between languages will be discussed from the point of view of theoretical models of reading acquisition
and reading disabilities, as well as instructional practices.
Keywords: Reading acquisition; Orthography; Reading disabilities
The prevalence of code switching in upper primary classes in the Khomas educational region
Andrew D. Möwes, University of Namibia, Namibia
Brenda Mouton, Ministry of Education, Namibia
Abstract:
Code switching is conceptualized as a powerful influence on language mastery. The effects of the use of
code switching are essential and may change the views of the teachers regarding the use of code switching.
Two main theories were used to provide the framework and perspective within which this study was
conducted. These theories are Bandura’s Social Learning theory and the Conversational-Analytical and
Ethno-methodological approach. Bandura’s theory were used to explain how students learn through
observations and the Conversational-Analytical and Ethno-methodological approach to focus on how a
person through everyday social interaction makes sense out of situations and responds in an accountable
manner. The main purpose of the study was to find out how often teachers and learners use their mother
tongue instead of English through the following research question: How often does code switching take
place in the Khomas Educational region of Namibia. A questionnaire, observations and interviews were
administered to a stratified sample of 13 schools with 44 participants. The results of the questionnaire,
observations and interviews provided important evidence regarding the use of code switching in
classrooms. The findings of this study indicated that teachers in the Khomas Educational region were
aware of the occurrences of code switching within classes. There is no doubt that code switching, within
Namibian classes occurs sometimes. There is therefore an urgent need for the Ministry of Education in
Namibia to formulate a workable policy that is based on providing guidelines for the use of code switching
or one that provides an alternative for the use of code switching in the upper primary classes. This policy
should reflect the role of both the teachers and learners approach towards the use of code switching.
Keywords: Code switching; Mother tongue; Medium of instruction
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Do good reading skills at school entry predict later reading and spelling skills in two different
orthographies?
Minna Mäkihonko, University of Eastern Finland, Finland
Arno Koch, Justus Liebig University, Germany
Doris Kofler, University of Brixen, Italy
Kristin Bauer, Justus Liebig University. Germany
Abstract:
Most previous studies on spelling has been focused on individual variation of spelling development (e.g.
Bradley and Huxford, 1994; Byrne, Coventry, Olson, Hulslander, Wadsworth, DeFries, et al.2008; Goswami
and Bryant, 1991; Leppänen, Niemi, Aunola, & Nurmi, 2006; Savage, Pillay, & Melidona, 2008; Spencer,
2007). It seems likely that children's phonemic understanding occurs first in spelling in terms of their
ability to analyse the predominant sounds in words before it does in reading. Less is known about the
influence of orthographical depth (deep and shallow orthographies) on spelling development (Caravolas,
Hulme & Snowling, 2001; Goswami, Ziegler, & Richardson, 2005; Furnes & Samuelsson, 2010; Landerl &
Wimmer, 2008; Viise, Richards, & Pandis, 2011). It is suggested that that progress in spelling is highly
dependent on the orthographic depth of the language being studied. Learning to spell is both conceptual
and associative; children must learn concepts about language structure at several levels and remember
specific letter sequences. Moreover, often in literature the reciprocal nature of reading and spelling is
mentioned, but only few studies have been carried out where the focus had been in development of spelling
skills of those children, who are already good decoders at school entry.
The participants in this study are from three countries; from middle parts of Finland (324
students), northern parts of Germany (270 students) and northern parts of Italy (162 students), speaking
two languages Finnish and German. In Finland children start school at the age of 7 (mean age 7.17 years),
in Germany and Italy children start school at the age of 6 (mean age in Germany is 6.75 years and in Italy
6.26 years). Word reading skills were assessed after 5 months of school entry (the best 5 % of decoders’
group was formed=readers), word and sentence reading and spelling skills at first grade spring, second
grade fall and second grade spring.
In this presentation two questions were set:
1. How do word and sentence reading skills develop from grade 1 spring to grade 2 spring among children
who belong to the best readers in comparison to average children in three countries and two
orthographies?
2. How do word and sentence spelling skills develop from grade 1 spring to grade 2 spring among children
who belong to the best readers in comparison to average children in three countries and two
orthographies?
The results of repeated measures ANOVA showed that the development of reading and spelling
skills is different between two groups (readers and average) and depends on the orthography being
studied. Also the level of the task (word level/sentence level) effects on the results. In reading the Finnish
education system seems to narrow down the difference between early readers and others after first school
year, both in Italy and Germany the difference stays as significant. In Germany and Italy the spelling
development between two groups is also very similar as reading development, in Finnish data at word
spelling level good readers are significantly better spellers also at second grade but in sentence spelling
there is no difference between readers and average students.
Keywords: Reading; Spelling; Orthography
Facing the challenges of helping non-Chinese speakers to learn Chinese for kindergarten teachers in
the future
Wai Ming Cheung, The University of Hong Kong, China
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Abstract:
Theoretical background: Chinese has become an increasingly popular second language amongst the people
in the Western and Asian world. The demographics of the Hong Kong population are becoming more
linguistically and ethnically diverse. South Asian ethnic minorities contributed 6.4% to the total population
in 2011, an increase of 50% over the past decade. The difficulties in mastering Chinese led non-Chinese
speaking (NCS) students to the potential danger of being marginalized. Most teachers in kindergartens had
little opportunity to learn how to teach students who are learning Chinese as a second language (L2). A 4Tier Professional Development Model has been developed to prepare linguistically responsive teachers and
to improve teachers’ efficacy in developing effective pedagogies for non-native learners to learn Chinese. In
the first step, experts gave professional talks (P) on topics related to L2 Chinese learning to teachers.
Through reflective workshops (R) in the second step, teachers were encouraged to use the teaching
materials related to L2 Chinese learning and developed related strategies. Participating teachers were
encouraged to use the relevant pedagogy in modifying a practicable design to bring about learning and
invited collaborating teachers to have lesson observation (O). After completing their in-class practice, the
teachers would gather and share on their classroom-based practice in sharing session(S), presenting their
design and teaching plans, lesson extracts, and student works. In this way, participants could learn from
each other to master effective pedagogies.
Research Question: What is the effectiveness of the kindergarten teachers who participated in the
4-Tier Professional Development?
Methods: In total, 74 teachers from 20 kindergartens were enrolled in this 4-Tier Professional
development course and joined this study for one year. Teachers were given a questionnaire “CRTSE” to
evaluate their with formal consent before at the beginning and after the academic year.
Results: It was found that the total score of the Chinese Culturally Responsive Teaching Self-Efficacy
(CRTSE) Scale of these teachers has increased from 67.71 (S.D.=8.51) to 74.18 (S.D.=8.26) (t=2.98, p<.01).
There was a significant improvement in all five factors of CRTSE Scale including “Teaching to Accommodate
Diversity”, “Awareness of Cultural Differences”, “Develop Positive and Trusting Relationship”,
“Communicate with Parents” and “School-based Curriculum Development”.
Interpretation of findings: This proved that the 4-Tier Professional Training was an effective model
to equip teachers with the necessary knowledge, skills and disposition to teach the increasing number of
NCS students Chinese in the future. This professional training started with a focus on a specific skill set for
development (Fukkink & Lont, 2007) of L2 learning and Chinese language teaching strategies. The second
tier provided an opportunity for hands-on practice which promoted active learning among teachers
(Fantuzzom et al., 1996)., The third tier included follow-up mentoring and lesson observation which
promoted professional learning through the practice done by teachers (Foltos, 2013). The fourth tier
promoted sharing of good practices among teachers from different kindergartens (Landry, Anthony,
Swank, & Monseque-Bailey, 2009). This model shed light on the new professional development to help
teachers to learn.
Keywords: Professional Training; Chinese as a Second Language; Linguistically diverse
14:30–15:30
Poster session 2
Encouraging children to talk about literature by narratives and craft
Juli-Anna Aerila, University of Turku, Finland
Marja-Leena Rönkkö, University of Turku, Finland
99
Abstract:
In this study we present an experiment, where literature is connected to art-education in order to enhance
literature based conversations and to connect literature better with children´s lives. It is important to
develop new methods for using literature in early childhood education; Fictional literature supports
children’s growth in many ways. Literature helps children understand and clarify different situations in
their lives, to recognize and deal with different feelings, and be more emphatic.
The experiment was carried out in a group of first-graders in Finland. The group consisted of 20
children, 10 boys and 10 girls. Students of the Department of the Teacher Education in the University of
Turku assisted in the teaching experiment. The first-graders were students of Freinet School in Rauma.
In the teaching experiment children told anticipatory stories by story crafting and manufactured a soft toy
according to a holistic craft process. Both of these assignments were implemented based on a fictional text.
The data collected from this experiment consists of narratives, illustrations of these narratives, soft toys
and their designs. In addition, all the conversations and teaching situations were videotaped and the
children wrote reports about the assignments.
The analysis of this data was conducted using content analysis, a method that can be carried out in
qualitative studies in different ways. The analysis is based on a fact that the material is first broken into
parts and then collected and reconseptualized in a logical new way. The aim of this content analysis was to
examine each children activity and to categorize this activity.
Based on the results of this experiment we were able to create a model to activate the literature
discussions. This model for activating literature discussions is an example of experiential learning, which
emphasizes acquiring knowledge through experiences created through action.
The results of this experiment indicate that children's outputs not only empower the children but
may also help teachers to understand the children’s interpretations of the literature and to raise themes of
interest to the children in the literature discussions. Activities, such as writing, narrating, drawing or craft
making, are well suited for integrating the literature discussion and improving the quality of children's
understanding of literature and discussing it.
Keywords: Literature education; Anticipatory story; Holistic craft
Rasch analysis of the Clam/Angry Measure of social conflict situations for preschool children
Po Lin Becky Lau, Hong Kong Institute of Education, China
Abstract:
Measurement is important to the study of children because it provides relevant information for considering
issues and addressing problems. The Rasch measurement model connects concepts to indicators on a scale
where measures go from low to high and item difficulties are arranged from easy to hard. This concept of
measurement has not been very popular in early childhood. This study is a pilot study to construct a
Clam/Angry Measure using the Rasch Measurement Model. Fifty eight six-year-old children ‘s emotional
reactions in each of five social conflict situations were recorded. Children were asked to name their feeling
experience for the situations and then indicate the intensity of the feeling by pointing to a number on a
scale (1 to 3), the higher the number meant the stronger they feel of the emotion. The data were then
analyzed using the RUMM 2030 computer program. Results showed that the measure is unidimensional,
there is good item and person fits to the Rasch measurement model, the response categories are used
consistently and logically and the targeting is acceptable, but can be improved. The two adverse aspects are
the low Separation Index that occurred because of the low number of persons (N=58) and the low number
of items (N=5) and the non-ideal targeting of items against person measures (insufficient easy, medium and
hard items).
Keywords: Rasch modle; Measurement; Preschool Children
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We also used knowledge space theory combined with phenomenography for exploring the
hierarchy of association categories in case of four seasons.
Due to the low number of elements in the sample, from the data we cannot generalize, but the
results of this small-scale study are more useful input into our further research, which aims to explore the
knowledge structure of student groups at school.
Keywords: Kindergarten; Knowledge structure; Word associations
Mothers’ worries about their children’s schooling: Relation to their homework assistance and
children’s skills
Abstract:
This study examined (1) the extent to which mothers’ worries about children’s schooling predict the type
of mothers’ homework assistance (i.e., intrusive control and autonomy granting), (2) the role of reading
and math skills in mothers’ worries, and (3) the extent to which mothers’ homework assistance predicts
children’s reading and math skills. Data were gathered from 1460 mother-child dyads. The reading and
math skills of 7- to 8-year-olds were measured two times: at the end of Grade 1 and at the end of at Grade 2.
Progress in word reading and math skills was tested in a group situation at Grade 1 Spring and Grade 2
Spring. Mothers filled in questionnaires in the middle of Grade 2. Mothers were asked to report the extent
to which they are worried about their children’s schooling, and the amount of the intrusive control and
autonomy granting they provided to their children in assisting with homework assignments. The results
showed, first, that the more mothers worried about their children’s schooling, the more they used intrusive
control with their children. By contrast, the more mothers worried about their children’s schooling, the less
autonomy they provided. Second, the worse children’s reading and math skills were in Grade 1, the more
mothers worried about their children’s schooling. Finally, neither intrusive control nor autonomy granting
was found to benefit the subsequent development of children’s reading skills (except one weak positive
association between autonomy granting and math skills). Therefore, it is possible that mothers’ worries
and the type of mothers’ homework assistance may be primarily related to other areas of children’s
academic development, such as motivation.
Keywords: Worries about schooling; Homework assistance; Performance
Analysis of children’s weather-related word associations
Zoltán Tóth, University of Debrecen, Hungary
Katalin Daru, University of Debrecen, Hungary
Abstract:
Accepting the basic theses of cognitive linguistics, we can draw conclusions regarding the cognitive
structures from the analysis of the linguistic system. In this research, we examined the conceptual structure
of 4-6 year-old children in Újpest through eight weather-related concepts (weather, precipitation, wind,
rain, spring, summer, autumn, winter), using a word association technique. In the word association test
children were asked to name as many response words as they could think of in association with each
stimulus word.
From the responses means of associations were calculated both for different age groups and for
genders. Contact coefficients between concepts and the strength of associations also were determined, and
we compared children’s network of connections to the peer mesh. In addition to traditional graphs, the
possibility of using word cloud creator was tested to demonstrate associative networks.
The study has shown rich conceptual nets among boys and girls. Boys have fewer but stronger connections
between the stimulus words, girls have more but weak ties. Boys associated more concepts with the
stimulus words weather and summer, while girls preferred winter, wind and spring, and they associated
more with these words than boys. The stimulus word precipitation was unknown by the majority of
children, so they associated with paronymous words.
101
Fostering early childhood health promotion through improving parenting skills?
Axinja Hachfeld, Freie Universität Berlin, Germany
Franziska Wilke, Freie Universität Berlin, Germany
Yvonne Anders, Freie Universität Berlin, Germany
Abstract:
Theoretical background: In Germany, almost one out of five children is growing up in poverty. These
children have a higher risk for developing health problems and are less likely to use preventive child health
care services (Lampert, Hagen, & Heinzmann, 2010). The foundation of health inequity is often laid during
early childhood, a time in which parents’ behaviors are mainly responsible for childrens’ health outcomes
(Bergmann et al., 2011). Early childhood interventions (ECI) can help to inform, educate, and support
parents’ health behavior. Despite an increase in existing programs, scientific evaluations are still scarce
(Jungmann & Brand, 2012). Furthermore, many ECIs focus on structural instead of psychological predictors
of health behavior. In order to design effective interventions, modifiable correlates of health behavior need
to be identified (Lampard, Jurkowski, & Davison, 2013). Socio-cognitive theory (SCT, Bandura, 1998) offers
a framework for understanding and promoting health behavior which explicitly includes psychological
factors (e.g. self-efficacy). The present study AQuaFam evaluates an existing ECI (‘Chancenreich’) which
seeks to enhance parenting skills (e.g. self-efficacy) and child outcomes by offering home visits, parenting
courses, and other components for parents with children from 0 to 3 years. Almost 2000 parents in a WestGerman town have already participated. AQuaFam investigates the effects which participation in
‘Chancenreich’ has on different aspects of home learning environment.
Research question: Referring to SCT, the present paper investigates socio-cognitive and
motivational variables as prerequisites of health-promoting parenting behavior in early childhood. It
focuses on aspects such as importance of and self-efficacy to engage children in different health behaviors
(i.e., physical activity, fruit and vegetable intake, media consumption). Differential effects for Chancenreich
participants and non-participants and for families of different socio-economic background will be analyzed.
Methods: Data is drawn from two sources. Descriptive analyses are conducted with information gathered
on all Chancenreich participants. Further analyses are based on data collected by the AQuaFam research
team via interviews, observation, and questionnaires. AQuaFam is designed as a cross-sectional study: 240
families with children of 2-to-4 years who have participated in the project since birth will be included in
the ongoing study. A control group will be include further 80 families who did not participate in the project.
To investigate the proposed research questions, regression-type and mediation analyses will be used.
Results: Data collection will be finished in March 2014. Preliminary analyses comparing Chancenreich
mothers with higher vs. lower educational background (EB) show that mother with higher EB score higher
on health status and health behaviors than mothers with lower EB.
Discussion/Conclusion: Research has shown that socio-economic and socio-demographic factors
are strong predictors for children’s health outcomes. However, socio-cognitive factors can serve as
protective factors by enhancing individual health behaviors. Considering that early experiences lay a
critical foundation for later health (behaviors), ECIs targeting young families might have the strongest
potential to reduce health inequities (cp. CSDH, 2008). Against this background, the paper discusses the
determinants of health behavior and investigates the effects of participating in an ECI from a sociocognitive perspective.
Keywords: Early childhood intervention; Health; Social cognitive theory
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The effect of academic readiness lessons in a START program on behavioral self-regulation among
Japanese kindergarten children
Kyoko Imai-Matsumura, Hyogo University of Teacher Education, Japan
Nanako Fujiwara, Futaba elementary school, Japan
Hiroko Sasaguchi, Sasaguri elementary school, Japan
Abstract:
Theoretical background and research questions: We developed an executive function reinforcement
program, named START (Social Thinking and Academic Readiness Training), in Japan based on the GOALS
(Goal Orientation, Attribution Learning, and Self-control) program. Betkowski & Schultz (2009,
unpublished document) developed GOALS to enhance social and emotional skills while promoting
academic readiness among preschool children. The START program consists of two parts. One is related to
executive function (6 lessons) and the other is related to social thinking (12 lessons). The academic
readiness lessons include Class Rules, Basic Attention, Sustaining Attention/Ignoring Distractions, Shifting
Attention/Following Directions and Transitioning, Dealing with Excitement, and Dealing with Frustrations.
These 6 lessons were taught for 6 weeks, repeatedly, in kindergarten classrooms. The current study
investigated the effects of these academic readiness lessons on behavioral self-regulation.
Methods: Five-year-old Japanese kindergarten children participated. Eleven participants were
divided into two groups: an experimental group and a control group. The experimental group performed
the 6 lessons for 6 weeks. The classroom teachers carried out the intervention program. Five evaluations
were performed pre- and post-intervention. Three evaluations were related to the children’s performance
on the tasks, such as the Head-Toes-Knees-Shoulders (HTKS) task (McClelland, Cameron, Connor, et al.,
2007; Ponitz et al., 2008, 2009), the K-ABC (Kaufman Assessment Battery for Children) hand movement
task, and the WISC-3 (Wechsler Intelligence Scale for Children) digit span backwards task. Two evaluations
were dependent on a checklist, which was based on teachers’ observations, such as an attention problems
scale from the Child Behavior Checklist-Teacher Report Form (CBCL-TRF) and a Cognitive Concentration
scale from the Teacher Observation of Child Adaptation-Revised (TOCA-R).
Results and interpretation of findings: Intervention efficacy was examined using a direct measure of
children’s behavioral self-regulation and teachers’ assessments. The academic readiness lessons helped
enhance children’s HTKS scores. However, no other differences emerged between the experimental group
and control group. Overall, these results do suggest that the academic readiness lessons helped improve
preschoolers’ behavioral self-regulation.
There was no improvement in the WISC-3 digit span backwards task and the K-ABC hand
movement task, which are related to attention and working memory. On the other hand, the HTKS is
related to behavioral self-regulation, which includes working memory, attention, and inhibitory control
(Ponitz, McClelland, Matthews, & Morrison, 2009). Our results suggest that intervention efficacy based on
the HTKS mainly reflects improved inhibitory control.
Keywords: Self-regulation; Kindergarten; Intervention study
Developing a measure on teacher’s perceptions of the implementation of children’s participation
right in preschool settings
Nadine Correia, UIPCDE, ISPA – Instituto Universitário de Ciências Psicológicas, Sociais e da Vida,
Portugal
Luísa Lopes, ISCTE – Instituto Universitário de Lisboa, Portugal
Cecília Aguiar, ISCTE – Instituto Universitário de Lisboa, Portugal
Abstract:
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The growing recognition of children’s participation right, driven by the adoption of the United Nations
Convention on the Rights of the Child (1989), has largely contributed to this right to gain scale in the
research field, in different areas of knowledge. According to Article 12 of this Convention, the child has the
right to participate in all matters affecting her, her family, and the community, freely expressing her
opinion, which should be respected and taken into account (Auriat, Miljeteig, & Chawla, 2001).
Participation, defined as children's capacity to exert influence in all matters affecting their lives, talking or
acting in partnership with adults, can be exercised in different ways, assuming a multidimensional
character (Sinclair, 2004; Stephenson, Gourley, & Miles, 2004). Hart (1992) proposes the existence of eight
levels of participation of children. According to Katz (1998), assessing the quality of preschool settings
must take into account children voices. The positive relationship between children's participation and the
quality of preschool contexts is documented, indicating that children who attend high-quality preschool
settings report more opportunities to participate or exert influence (Sheridan, 2007). Given the importance
of studying children’s participation right, as an important aspect to be considered when assessing the
quality of preschool settings, it seems necessary (1) to explore how children's participation right is
currently addressed by widespread measures of quality assessment, and (2) to develop measures designed
to collect reliable and valid data on the exercise of the right of participation by children, in preschool
settings.
In this work, we first aimed to identify indicators of participation, as stated in the literature,
through content analysis of (a) Preschool Education Curriculum Guidelines proposed by the Portuguese
Ministry of Education, (b) Portuguese legislation on preschool education, and (c) contents of
prekindergarten version of the Classroom Assessment Scoring System (CLASS), an observational measure
that focuses on the assessment of classroom quality in preschool settings, developed by Pianta, LaParo, and
Hamre (2008). Within official requirements, major findings point out children’s active role in the
construction of classroom rules, involvement in curriculum management, and well as a close relationship
with children’s initiative and autonomy. Within the contents of the CLASS, results suggest that participation
involves, at different quality levels, incorporating children’s ideas, following their leads, allowing choice,
encouraging talk, and eliciting their perspectives. The identification of these indicators contributed to the
selection of several items that composed a new measure of teachers’ beliefs and perceptions on the
implementation of children’s participation right in preschool classrooms and have been submitted to prior
analysis by experts in preschool education. In order to validate the measure, it has been applied to
preschool teachers and factor analysis has been conducted. Findings from preliminary analyses will be
presented and discussed.
The construction of a measure of child participation seems to be of substantial relevance to assess
the beliefs and perceptions of preschool teachers about the degree of implementation of child participation
right, potentially contributing to the discussion, operationalization, and implementation of this right among
early education and care professionals.
Keywords: Participation right; Preschool; Measure
Inside the black box of Family Literacy Programs
Sanneke de la Rie, Rotterdam University of Applied Sciences, The Netherlands
Roel van Steensel, Erasmus University Rotterdam, The Netherlands
Adriaan Hofman, Erasmus University Rotterdam, The Netherlands
Amos van Gelderen, Kohnstamm Institute, Amsterdam University, The Netherlands
Abstract:
Theoretical background: Children differ strongly in their emergent literacy skills when entering school,
which is largely dependent on differences in their home literacy environment (HLE) (Gunn et al., 2000;
Scheele & Leseman 2010). Family literacy programs (FLP’s) aim to stimulate the HLE of children growing
up in disadvantaged contexts.
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Various meta-analyses have been conducted on the effects of FLP’s (summarized in Van Steensel et
al., 2012). So far, however, little attention has been given to how these programs are implemented and to
what extent implementation quality is related to effectiveness. This review of the research literature aims
to open the black box of family literacy program implementation.
We analysed program implementation quality by focusing on three components (Powell & Carey,
2012): delivery, receipt and enactment. Delivery refers to the transfer of main program elements from
trainers to parents, i.e., quantitative aspects such as the duration of parent training and qualitative
variables, such as the manner in which program contents are communicated to parents. Receipt refers to
the intensity of parent engagement in program activities (e.g., attendance at parent meetings) and its
quality (e.g., parents’ understanding of program contents, active/passive involvement in program
activities). Enactment pertains to the transfer of program contents to daily life (e.g. frequency/quality of
reading outside program time).
Research questions:
1. What is known about the implementation quality of FLP’s, in terms of delivery, receipt, and enactment?
2. What is known about the relationship between implementation quality and program effects?
Method: Literature searches in PsycINFO, ERIC and LLBA were conducted. The initial search
resulted in 4893 titles. After applying in- and exclusion criteria and checking reference lists, 61 studies
remained.
Results/discussion: Research question 1: Preliminary analysis of 25 observational studies shows
that all studies provide information on number of training sessions offered to parents (delivery). Receipt is
mostly measured by teacher report of parent attendance at training sessions and parent self-report of
(hours spent on) program activities. Some researchers recorded parent-child interactions during program
activities to measure receipt. Also, acceptability of the treatment (extent to which the treatment is
considered fair to participants) is sometimes measured, mostly by parent questionnaires. About half of the
studies measured enactment by videotaping parent child interactions outside program context. Our
analysis of these data shows that reported attendance is usually high and intervention instructions are
followed by a majority of participants. A few interventions, however, were not able to achieve high levels of
receipt.
Research question 2: Eight studies addressed the relationship between implementation quality and
program effects. In five of these studies, a positive relationship was found between either receipt or
enactment and program effects.
Results such as these offer relevant information to policy makers, educators, program developers
and researchers in the field of family literacy about the conditions that contribute to the success of FLP’s.
In the poster session we will present the results of the final analysis.
Keywords: Family Literacy Program's; Implementation quality; Review
Using regional indicators to further explain variation of children’s mathematical, reading and
writing skills
Kamil Sijko, Educational Research Institute (IBE), Poland
Abstract:
Different socio-ecological niches confront individuals with various demands and benefits. Recent research
suggests that socio-ecological characteristics of regions may explain variance in such important variables
as well-being (e.g. Lechner, Tomasik, Silbereisen & Wasilewski, 2013; Pinquart & Grümer, 2011) or school
achievement (Humenny, 2013, Herczyński & Herbst, 2002; Lance & Schwarz, 2012). Based on previous
Polish and international research we hypothesized that children living in affluent communes, with better
early childhood infrastructure, numerous libraries and with more innovative economy will be in more
favourable position with regard to their educational achievement. Also we wanted to verify on another
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dataset findings of Humenny (2013) that smaller communes, and those spending more per capita on a child
education will be negatively associated with achievement. We have used dataset from Polish longitudinal
study of 6 and 7 year old children (N=3029 in 399 communes) on the beginning of their compulsory school
education. Each child’s commune has been described by regional indicators downloaded from National
Statistical Office’s webpage (http://www.stat.gov.pl/bdl/). All analyses were computed in R programming
language with use of lme4 package (Bates, Maechler, Bolker & Walker, 2013) to account for clustered
characteristics of data. We have used difference between scores on the beginning and the end of study
(mean time gap between measurements was 7 months) in each of three skills as our dependent variable.
Our analyses have shown that in case of each skill there is a part of variance that can be attributed to spatial
differentiation: 3,1% for mathematics, 7,6% for reading and 5% for writing. In case of mathematics we
have found that educational expenditures, gross enrolment ratio for early childhood education (GER) and
unemployment rate were all negatively associated with child’s skills. In case of reading skills scale we
couldn’t build a model that would be significantly better fitted that empty model. In case of writing skills
we’ve found that a model with three predictors was better that an empty model: population of commune,
GER were negatively associated, while share of high-tech enterprises was positively associated with writing
skills. After adding important individual-level indexes to model all of the abovementioned relations became
much weaker. In case of mathematics GER became insignificant, but both educational expenditures of
commune and unemployment rate remained significantly, negatively associated with mathematical skills.
In case of writing all of the regional indicators became insignificant. Interpretation of our findings goes in
two ways. First, interpreting regional indicators as a candidates to explanatory variables in models which
would predict educational achievement of children. In this case almost all of our hypotheses were rejected,
as we’ve managed to show significant relationships between mathematical skills and only two regional
indexes. This interpretation, however, is hindered by a ceiling-effect that characterized many of the
assessments in study – due to overall weak relation between regional indicators and educational
achievement we cannot be sure whether what we detect is an echo of relation between regional indicator
and improvements, or regional indicator and the outcome of the first measurement. Second way of
interpreting those results is seeing them as a potential candidates for stratification of samples for
educational studies.
Keywords: Educational achievement; Regional indicators; Spatial analysis
Promoting children’s observation skills through inquiry based learning environment
Jenni Vartiainen, University of Helsinki, Finland
Maija Aksela, University of Helsinki, Finland
Abstract:
Small children naturally enjoy wondering and studying the surrounding world. Children construct
understanding about everyday phenomena and learn essential science process skills in the early years.
Inquiry-based science education is suggested way to teach and learn science from early age on. In an
inquiry, children are rehearsed to use science process skills. Science process skills are transferable
intellectual skills that are valuable at all fields of science. These skills are divided into two categories that
are basic science process skills (observing, inferring, measuring, communicating, classifying, predicting,
using time space relations and using numbers) and integrated process skills (controlling variables, defining
operationally, formulating hypotheses, formulating models, interpreting data and experimenting).
Observation is fundamental cognitive ability that is the basis for the development of all other process skills.
Among young children, the observations are made by using senses: touching, hearing and seeing. The
learning environment and social interaction, including peer and adult interaction, have a major impact on
the development of observation skills. Observation is also influenced by interest. Children observe only
things that interest them. To support children observation skills, there must occur focused and structured
teaching. The objective of this case study was to study observation skills that emerged in the pilot -learning
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environment for 3 to 6-year-old children. To address research question content analysis was performed for
recorded science education lessons. Data was collected while the children were acting at the pilot -learning
environment. As a result, the aims for the observation promoting inquiry instruction were synthesized.
Keywords: Science education; Observation skills; Inquiry-based learning
“I enjoy reading more and more every day, how come you don't ?”. Evolution of the interest of first
graders in reading over the school year
Olivier Cosnefroy, Université Pierre-Mendès, France
Cécile Nurra, Université Pierre-Mendès, France
Gwenaëlle Joet, Université Pierre-Mendès, France
Philippe Dessus, Université Pierre-Mendès, France
Abstract:
Motivation is a key factor to understand children's engagement and academic achievement during
schooling (Wentzel, 2008). This argument holds for different ages and school subjects (e.g., in reading, see
Ecalle, Magnan, & Gibert, 2006). Whereas there is substantial research about pupils’ motivation impact on
performance, there is considerably less attention about the evolution of motivation during the first year of
school. This is the case even though inter-individual differences in level of interest appear mainly at the
beginning of school and are most of the time crystalized during the school (e.g. Wigfield et al., 1997),
meaning that what happen at the beginning of school is crucial. At school entry, except for Nurmi and
Aunola’s (2005) person-oriented approach, research has studied motivation has a general development
valid for all children and has showed little consideration for the hypothesis that subpopulations could
present different patterns of development. This research aims at exploring and understanding the multiple
growths in first-graders interest in reading.
A random sample of 6 pupils in 40 classrooms (N= 240 children, 5 to 6 year old) were examined
during their first primary school year at three distinct moments (October, February and June). We used the
Task Value Scale for Children (TVS-C, Aunola, Leskinen, & Nurmi, 2006) to assess motivation, and collected
information on pre- and reading skills (phonological awareness, alphabetic principle, fluency) at these
three moments. Two trained research assistants went in each school and administered these tasks to each
child during 30 minutes. The quality of teacher–child interaction of the forty first-grader teachers was
assessed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008).
Sociodemographic information about childrens’ family and teachers was collected as well.
The measurement invariance of pupils’ reading interest was first checked, then we modeled
heterogeneous growth trajectories. Data analyses were conducted using both longitudinal K-means
clustering (Genolini & Falissard, 2011) and latent class mixed models (Proust-Lima, Amieva, & JacqminGadda, 2012) to ensure their validity. Results show that the better fit is a three latent class trajectories
solution. The first latent class comprised slightly less than 80% of the total sample. These children showed
a stable and high level of interest in reading from October to June. Starting from a similar level of interest,
the second class (10%) showed a linear pattern of demotivation. The last class (11%), with a lower initial
level of motivation, showed an increasing linear pattern of motivation. Although changes in motivational
patterns during the primary–middle school transition have already been reported, this study uses a groupbased trajectory modeling during first grade to reveal new patterns of development. As the adaptation to
the primary school is an important factor of future successful learning (Alexander, Entwisle, & Dauber,
1993), we will extend these findings in proposing explanations based on data gathered from parents,
children, and classroom observations.
Keywords: Motivation; First grade; Group-based trajectory modeling
The role of family in the development of early reading skills in Zambia's low-income families
Tamara Chansa-Kabali, University of Zambia/Jyvaskyla University, Zambia
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This poster presentation has been re-scheduled for Wednesday, Poster Session 3!
Abstract:
The ability to understand and gain knowledge from text is vital for success in school and everyday life
(Whitehurst & Lonigan, 1998; Wood, 2002). The processes engaged in learning to read require a
multifaceted approach and due to its complexity, one requires specific skills to be a successful reader. Many
factors and contexts come to play in enabling that children learn to read. Majorly, the school is viewed as
the main player in literacy development. However, considerable body of research has demonstrated the
significance of other contexts like the home environment as early socialization agents of literacy.
With a lot of misconceptions of how low-income families do not support their children in literacy
development, this study took an exploration of the children’s home environments to investigate factors that
support literacy development of first grade children in Lusaka’s low income families in Zambia.
Participants included 72 first graders and their parents/ caregivers. Investigating the home comes from the
realization that research on how children learn to read has been heavily conducted in schools. The home is
perceived to be on the receiving end without fully utilizing its potential input in this process. Adopting a
sociocultural approach to literacy development as a socially mediated process, an exploration of the home
environment as a niche where children are exposed to various materials, activities and systems of meaning
that can promote their literacy development was undertaken.
A mixed method design was employed to document parental literacy practices, parental
involvement, parental conceptualizations of reading socialization and how these may affect children’s
outcomes on initial reading. Results illustrate the significant contribution of families in the process of
learning to read by engaging in literacy related activities. Also, parental reading attitude emerged as a
potent factor as revealed in the children’s performance of the early reading measures. Therefore,
regardless of the social class and economic challenges, the family is a context worth engaging in the
development of reading.
Keywords: Reading development; Low income; Zambia
Better provision for Norway's children in ECEC
Thomas Moser, University of Stavanger, The Reading Centre, Norway y
Elisabeth Bjørnestad, Oslo and Akershus University College, Norway
Lars Gulbrandsen, Oslo and Akershus University College, Norway
Abstract:
The Better provision of Norway’s children in early years education and care (ECEC) is the first major study
in Norway to focus specifically on the quality and effectiveness of ECEC. The study is intended to explore
the characteristics and quality of different kinds of early years provision and the impact various types of
settings have on children’s wellbeing, attainment, progress and development.
The project is based on The Ministry of Education and Research’s demand to develop researchbased knowledge on Norwegian Early Childhood Education and Care where enrolment starts at an early
age and children can have long days in the institutions. The Ministry aims at understanding the relations
between educational and psychological processes and structural variables, with a focus on the staff-child
and child-child relations, both for mainstream and marginalized children.
The project has the ambition to focus on three fields:
•
Knowledge on ECEC quality in Norway
•
Which is the effect of ECEC of varying quality on children’s wellbeing and social, emotional and
cognitive development?
•
Develop a research-based tool for the national evaluation of process quality in ECEC
Research questions: What are the relations between structure and organization, pedagogical
processes, wellbeing and children’s development and learning? How can quality be considered in an
appropriate and practically relevant way?
The study aim to explore:
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•
1 600 children’s career paths in 80 day-care centres (barnehager) with different organization, from
a wide range of social and cultural backgrounds – from young children to older children groups
•
How ECEC quality promotes children’s learning, social, emotional and cognitive development and
wellbeing with a focus on marginalized children, and in relation to the Framework Plan with a special focus
on play and everyday activities, mathematics, language, science, and aesthetic subjects
•
How the characteristics of Norwegian ECEC pedagogy differ in high and moderate quality centres
before, during and after change of child-staff ratio the year the children are 3 years old
•
Children’s development and learning progresses
•
Develop a national quality evaluation tool adapted to the Norwegian context of already existing
instrument/tools (ITERS/ECERS-R and E, NCKO).
Relevance to Society: Research stresses the importance of good quality of day-care for children’s
wellbeing and development. Our project will contribute to enhance the quality in Norwegian day-care
centres so we can give all children maximal conditions for learning and development. The project also aims
to give the practitioners self-evaluating monitors to maintain a high level of quality in everyday life in
daycare centres, based on structural, process and content quality.
Data collection started in fall 2013 and is still going on.
Keywords: Quality in ECEC; Effects of ECEC; Longitudinal research
15:30–17:00
Workshop 3
Developing early childhood educators play directing and teaching skills with improvisation
Tapio Toivanen, University of Helsinki, Finland
Abstract:
My purpose in this workshop is to discuss the possibilities of drama and improvisation training in early
childhood educator’s education as a means of improving them abilities to support children’s play and
learning. The aim of our research project in Helsinki University´s teacher education is to find out whether
drama and improvisation as on teacher training method can change the future teacher´s thoughts
concerning the role of the educator as a supporter of play and learning.
One analytic tool we have used in our research project followed Carrie Lobman’s (2005, 2006)
previous studies about the interaction between kindergarten teachers and children. Lobman (2005, 2006)
used three core principles of improvisation, the giving and accepting of offers, “Yes, and” and “Don’t
negate”. In our studies, we separated the giving and accepting of offers to two different actions and added
listening to our fifth principle. The five elements of improvisation used in the data analysis were listening,
giving offers, accepting offers, “Yes, and” and negation. These five elements were chosen due to three
reasons; first, improvisation requires listening and concentration to the situation. Second, it builds up on
offering ideas and accepting other’s ideas and building from them (the “Yes, and” principle). On the other
hand, improvisation cannot progress if the ideas are negated. (Johnstone 2007, 94–100; Spolin 1999.)
In this workshop, I will introduce our research project and reflect upon our current findings. My
aim is also to activate participators by improvisation and drama methods. Participators in this workshop
will have possibility to experience same working methods we have used in our research.
Symposium 8
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Improving children’s health and development through improving their home environment: Results
from three evaluation studies
Organizer:
Chair:
Discussant:
Maria Evangelou, University of Oxford, UK
It is well known that children who grow up in families with low socioeconomic status or in families who are
not providing a rich home learning environment are disadvantaged in many ways, especially with regard to
their educational trajectories. As a result, many countries have developed different programs to
compensate for any initial disadvantage resulting from living in such circumstances. . The most effective
programs are known to be which are offering services not only for children but also for parents to improve
parenting styles and the quality of the home environment. However, outside of the US the number of
systematic quantitative and qualitative evaluations of such programs is still rare. In this symposium, three
evaluations from England and Germany will be presented. All studies address the main challenges of such
programs: the reachability of disadvantaged families, approaches of best-practice and the kind of effects
that may be expected. The first paper focuses on the national evaluation of one of England’s most ambitious
family interventions, Sure Start. The second paper presents results of the scientific evaluation of the
national Governmental initiative “Early Chances” in Germany. The third study is also a German study, but
presents effects of a rather small-scale family intervention on parental educational beliefs and practices.
The findings will be discussed with regard to an overall conclusion.
Keywords: Parenting; Evaluation; Early intervention
The evaluation of children’s centres in England: A review of parenting services
Maria Evangelou, University of Oxford, UK
Jenny Goff, University of Oxford, UK
James Hall, University of Oxford, UK
Christine Paget, University of Oxford, UK
Abstract:
Theoretical Background: This paper focuses on the evaluation of one of England’s most ambitious family
interventions, Sure Start. Originally established in 1999, Sure Start Local Programmes (SSLPs) were an
area-based initiative available to all families with children under the age of four in disadvantaged areas.
SSLPs were then moved towards a larger scale community-based initiative of ‘children’s centres’ with the
aim of improving child health and development through outreach/home services; support for good quality
play, learning, and childcare; advice about child development; and support for people with special needs
(Belsky et al., 2006). Whilst it is well known that parenting programmes can have a positive effect on
families, there have been few quantitative and qualitative studies which evaluate them (Moran, Ghate and
Merwe, 2004).
Research questions: The study aimed to collect information on: the provision and range for
parenting and services for parents; how children’s centres manage these services; staff perceptions on
family needs; staff perceptions of the benefits of centre services for parents and children; and finally,
parental views of the children’s centres services.
Methods: This paper is drawn from a longitudinal multi-layered evaluation of children’s centre
provision taking place between 2009-2015; and specifically a study of parenting services across 117
children’s centres in England. This paper takes a holistic approach to parenting provision, with the parent
as a central focus and various external needs stemming outward from the individual’s immediate situation
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to larger needs or societal demands. A mixed method approach to data collection was used, combining
questionnaires (with centre managers and family support managers) and structured interviews (with
managers, parents, session leaders and family support staff).
Results: A wide range of services were implemented across children’s centres and staff reported
tailoring different levels of support to the needs of parents. Parenting services were given a particularly
great emphasis by staff, who agreed on four common aims for centre provision. Centres were using a rich
repertoire of strategies for work with parents providing support for parental needs. The majority of
parents reported reasons for attending the children’s centre as being influenced by their child. The vast
majority of parents were “very happy” with the children’s centre services that they access, and both
parents and staff described benefits for families as a result of attendance. When staff were questioned
regarding their hopes and plans for the future of their centres, their responses commonly reflected
sustaining and developing current provision, and increasing family involvement and engagement.
Interpretation of Findings: Children’s centres continue to provide a range of provision for families
and benefits of attendance were reported - however two challenges were presented within their responses;
the pressures of external change and workload pressures causing staff to wish for future continuation of
centre provision, and the future improvement needed for increased family involvement and engagement.
The evaluation of the German governmental preschool initiative “Early Chances”: How realizations
develop over time
Manja Flöter, PädQuis gGmbH, Germany
Mathias Tuffentsammer, University of Bamberg, Germany
Abstract:
Background: International comparative school achievement studies have shown that the influences of the
social or cultural origin on achievements and school careers of children are stronger in Germany than in
other countries (OECD, 2004). The disadvantages of children who grow up in families with low
socioeconomic status or who have an immigration background are already apparent as early as the
beginning of primary school (Weinert et al., 2010). Against this background, the German governmental
preschool initiative “Early Chances” was set up to support 4,000 day-care centers in socioeconomic
disadvantaged areas throughout Germany to expand early language and literacy promotion within the
centers. The scientific evaluation of the initiative aims to investigate the effects of the initiative on the
involved day-care centers, the educational staff within the centers, the pedagogical quality, the home
environment and the language development of the children.
Research questions: The following research questions guided the study: (1) What kind of
realizations of the initiative exist and how do they develop over the course of the program? (2) How are
different realizations related to the language-related process quality of the centers? (3) Does the initiative
reach out to influence parental support of children’s language development?
Methods: The evaluation implements a longitudinal quasi-experimental study design with three
measurement points. The presented study is based on the first two measurement points which took place
in 2012 and 2013. Four different groups are compared: three groups of day-care centers which take part in
the initiative and receive different types of further support and professional training; and one control
group of day-care centers which do not participate. The evaluation study follows a mixed-method
approach, combining different instruments: online surveys, half-standardized interviews with the primary
caregiver, quality observations, parental interviews and standardized tests of the language skills of the
child. Altogether, 335 day-care centers and 1331 children/families take part in the evaluation. Descriptive,
correlational, regression-type and structural equation modeling were used to answer the research
questions.
Results: The majority of the managers and early childhood professionals described a successful
start of the initiative. However, a high variance in how the initiative was implemented within the centers
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can be observed. The three different intervention groups differ markedly in their types of realization and
their language-related process quality. SEM analyses show that early childhood professionals role
acceptance and an implementation of the initiative that emphasizes language education as a part of the
pedagogical concept of the whole center, are related to higher process quality. Preliminary analyses of
family interview data further show that families from those centers which receive higher amounts of
external professional support, have a better knowledge of the program.
Interpretation of findings: The hitherto existing results underline the importance of professional
support when implementing such an initiative within the centers. Further professional support is related to
a successful implementation as well as to the beliefs of the professionals.
The “Chancenreich” Early Childhood Project in Germany: Results on reachability and effects
Franziska Wilke, Freie Universität Berlin, Germany
Axinja Hachfeld,Freie Universität Berlin, Germany
Yvonne Anders,Freie Universität Berlin, Germany
Abstract:
Theoretical background: Developmental pathways and school success in Germany depend far more on
social and cultural backgrounds than in other industrial countries (OECD 2004). Furthermore, children in
families who are not providing rich home learning environments are disadvantaged (Melhuish et al. 2008).
Although there is strong evidence of positive long-term effects of programs such as the Perry Preschool
Project (Schweinhart, 2005), aiming at supporting children who grow up in disadvantaged families, there is
still a clear need of systematic evaluations on the reachability of disadvantaged families and effects of such
programs in Germany. The project “Chancenreich” is one such approach located in North Rhine-Westphalia
and offers all families with newborns and infants several parenting services.
Research questions: This study examines the effects of “Chancenreich” on how parents raise their
children, on children’s social skills, and on language development. In this study, we focused on the
following questions: 1) Does the program reach disadvantaged families? 2) What specific relations exist
between home learning environment, social status and child raising practices? 3) What are the direct and
indirect treatment effects of the project “Chancenreich”?
Method: This research is designed as a cross-sectional study with a treatment and a control group.
240 families with children aged between two and four years who have participated in the project since
birth will be included in the ongoing study. Additionally, the control group will be include a further 80
families who did not participate in the project. Trained research staff collect observational data as well
attitudes and preferences of the parents via questionnaires addressing social background variables,
parenting style and quality of the home learning environment. The language development of the children is
measured with a standardized language test (Siegmüller et al. 2011; Dunn, Dunn 1997). Additionally,
comprehensive background data on all families living in the catchment area is available. Regression-type
analyses and structural equation modeling will be used to answer the research questions.
Results: Preliminary analyses of the family background data indicate that parents who participated
in the project were, on average, two years older than non-participating parents, but the number of siblings
in those families is lower. “Chancenreich” is used both by parents with lower educational levels as well
those with higher educational levels. There is no difference in the proportion of parents with an
immigration background between both participating and non-participating families.
Collection of interview, test and observational data is still under process and will be finalized in March
2014. Differential relations between participation in the model project, parenting behaviors, the home
learning environment, and child development will be investigated and discussed.
Interpretation of findings: The findings suggest that the model project is successful in the sense that
it reaches out to disadvantaged families and families with an immigration background. The upcoming
analyses will be able to disentangle program effects between more and less disadvantaged parents.
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which had participated in the IEA’s 2011 Trends in International Mathematics and Science Study (TIMSS).
Our analysis strategy includes descriptive statistics and cluster robust regression models (to take into
account the complex sample and assessment design of TIMSS).
Our results indicate that i) Preschool coverage rates vary across countries, but preschool education
is available in all the analyzed countries; ii) In most countries, participation in preschool education is
associated with higher average mathematics achievement in Grade 4, even after controlling for
socioeconomic background.
Based on the results, we argue that preschool education can be an effective way to help children
prepare for school. Finally, we discuss potential policy implications and avenues for further research in the
field.
Symposium 9
Operationalization and assessment of quality in early childhood education through large-scale
(international) studies
Organizers:
Agnes Stancel-Piątak, IEA-DPC Hamburg, Germany
Juliane Hencke, IEA-DPC Hamburg, Germany
Chair:
Kamil Sijko, Educational Research Institute (IBE), Poland
Discussants: Kathy Sylva, University of Oxford, UK
Considering resent discussions on improving schooling outcomes and reducing social inequalities, early
child education becomes increasingly prominent. The goal of the symposium is to present recent empirical
results and to discuss definitions and operationalization of quality in early childhood education that would
enable for comparisons across different educational systems. This symposium aims to promote an
evidence-based discussion on early childhood education in a cross-national context through providing
theoretical concepts and methods for large scale assessment as well as empirical results.
Actual research results show that early child education has an impact on later achievement, which
will be the topic of the first presentation. Moreover, there is evidence that early childhood settings differ in
terms of children’ skills and competencies. Although it can be assumed that those differences occur
amongst others due to varying learning and developmental conditions, not much is known about it, until
now. Thus, the second presentation, which is based on longitudinal data (National Educational Panel
Study), will provide respective results on the national level. The quality and effectiveness might differ not
only between ECE settings but also between ECE systems due to country specific socio-political conditions.
The third presentation provides an example of study conceptualization for comparisons across systems
and countries. It gives an overview on the design of the Early Childhood Education Study and discusses
theoretical underpinnings and operationalization of quality in early child education in the context of
international comparisons.
Keywords: Quality in ECE; Cross-Country Comparisons; Large Scale Assessment
Participation in preschool and its association with student achievement in primary education in 37
educational systems. Results from Trends in International Mathematics and Science Study (TIMSS)
Andres Sandoval-Hernandez, IEA-DPC, Germany
Parisa Aghakasiri, IEA-DPC, Germany
Abstract:
Nowadays preschool education is a major topic on many national educational agendas. In recent years,
countries and supranational organizations have promoted reforms aimed at readying children for entry
into formal schooling, and preschool coverage rates have steadily increased during the past decades.
Previous research has provided extensive empirical evidence of the positive effect of preschool on
children’s readiness for school and life (see for example Watson, 2012; Mullis et al., 2012; OECD, 2013). Yet
the same body of research shows that socioeconomic background is one of the main factors influencing
children’s ability to take advantage of preschool (UNESCO, 2012; Tucker-Drob, 2012).
Along these lines, our research questions are: Is participation in preschool education associated
with mathematics achievement in 4th grade across different countries? If this is the case, does the
association remain after controlling for the socioeconomic background of students?
In order to answer the questions above, this paper explores the relationship between participation
in preschool education and mathematics achievement of 4th grade students in 37 educational systems,
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What influences mathematical competence of kindergarteners in Germany? Results from the
National Educational Panel Study (NEPS)
Anne-Katrin Jordan, IPN Kiel, Germany
Christoph Duchhardt, IPN Kiel, Germany
Abstract:
Several longitudinal studies have shown potential benefits of preschool education (see Gorey, 2011 for an
overview). In particular, the quality of preschools seems to be a very important factor (e.g. Sammons et al.,
2008). It can be split up into structural characteristics (e.g. group size, material), teacher beliefs, and the
quality of pedagogical processes (e.g. Anders et al., 2013; ECCE-Study Group, 1999). Analogously, family
factors – both structural (e.g. socio-economic background, SES) and procedural (e.g. quality of home
learning environment, HLE) – influence a child’s competences.
In Germany, only about 15 years ago interest of researchers turned to effects of early childhood
education. For example, in the longitudinal project BiKS , child and family background factors that
predicted numeracy skills could be identified (Anders et al., 2012).
The data this talk is based on is taken from the second cohort (waves 1 and 2) of the National
Educational Panel Study (NEPS) (N = 3000), a longitudinal study in Germany, although here we focus only
on cross-sectional data. In NEPS, the construct “mathematical competence” is based on a broad framework
(cf. PISA (OECD, 2003)), taking into account more content areas than quantity/numeracy.
Our main research question is concerned with the analysis of predictors for mathematical
competence on individual and kindergarten group levels.
In multilevel analyses, variables such as gender, age, SES, migration background, HLE, duration of
kindergarten attendance, general cognitive abilities, and vocabulary serve as predictors on the individual
level. On the group level, variables such as group size, average SES, mathematics-related
material/activities, further training of educators are comprised in the model.
The first results show that 18.7% of the variance of mathematical competence can be traced back to
differences between kindergarten groups. SES is relevant on both individual and group levels. On the
individual level, e.g. gender, age and cognitive abilities are important predictors for mathematical
competence. The effects of mathematics-specific group variables, such as mathematics-related activities in
kindergarten and a specific training for educators, will be discussed in relation to the professional
development of educators in Germany.
Conceptualizing cross-national comparisons in early childhood education: Theoretical
underpinnings and design of Early Childhood Education Study (ECES)
Juliane Hencke, IEA-DPC Hamburg, Germany
Agnes Stancel-Piątak, IEA-DPC Hamburg, Germany
Abstract:
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The IEA Early Childhood Education Study (ECES) is a cross-national study that aims to explore, describe
and analyze early childhood education (ECE) provision and its role in preparing children for the learning
and social demands of school and the later life (UNESCO, 2013). The presentation provides an overview on
study design, discusses theoretical underpinnings of quality in early child education, and describes the
operationalization in the context of international large scale assessment. The main focus in Early Childhood
Education Study (ECES) is the quality evaluation of the learning and developmental processes that take
place within formalized early childhood education, considering the family and the regional socio-political
context (Bronfenbrenner, 1979). The theoretical framework builds on previous international studies,
including the IEA pre-primary study, OECD Starting Strong and Eurydice’s study on tackling inequalities
and draws on national longitudinal studies such as EPPE and NEPS. It is theoretically is based on school
effectiveness research (Huitt, Huitt, Monetti, & Hummel, 2009), social-cognitive theories (Bandura, 1986),
and early childhood education research (Anders et al., 2012; Pianta, Barnett, Burchinal, & Thornburg,
2009).
Using established IEA procedures, the study assesses children in their final year of ISCED 0 in social
and emotional competence, dispositional and learning competence, physical competence, language and
literacy competence and numeracy competence. The outcome data will be complemented by a
questionnaire administered on the system level (policy questionnaire), as well as background data
gathered from setting leaders/ managers, practitioners and parents. The analysis of the data includes
descriptive statistics, correlation and multiple regressions. Contextualized Attainment Models, CAM (OECD,
2008) are used to analyze the associations between policy aims, ECE provision, family background and
child outcomes as well as the relationships between the characteristics of ECE and children’s competencies.
Based on previous research and discussions with representatives from participating countries, we expect
ECE settings to be very diverse in terms of quality modes as defined in this study. They might also differ to
some extent within countries, particularly where the formal structure of the ECE settings is flexible. We
expect quality characteristics of the ECE settings to be associated with children outcomes.
ECES will provide empirical evidence on the quality of structures and processes in the ECE settings
in participating countries and on the association with children outcomes. It will shed light into the nature of
ECE systems worldwide and their diversity in terms of access and participation, quality and outcomes. The
study is of high relevance as there is an increasing international recognition of the need to develop high
quality ECE programs which can deliver long-term social, educational and economic benefits for societies.
Therefore the study will add value to the world-wide evidence describing different policy approaches
adopted internationally and enabling countries to consider the implications for ECE outcomes.
Participants were 113 Israeli children age 4-5 years old (57% girls and 43% boys). The
measurements included three types of assessments: verbal, nonverbal, and mathematics. The verbal
measurement was based on a series of 9 cards that display items in their natural environments and 8 cards
that display geometrical shapes. Each card presents a different type of mathematical structures: quantities
(e.g., 4 items presented in a random order), arithmetic series (e.g., groups of 1, 2, 3 items) or mathematical
patterns (e.g., 3 repetitive pairs of items). Each child was asked to describe what s/he sees in the card. If the
child spontaneously referred to the mathematical structure presented in the card, the experimenter moved
on to the next card; otherwise, the child was asked again: what else do you see in the picture? The
nonverbal measurement included 10 items displaying the same mathematical structures as in the cards.
The experimenter demonstrated a "mathematical structure" (patterns of coins) and the child was asked to
construct a similar "structure" as the one presented to him/her. In addition, children's mathematical
achievement and reasoning were assessed by a standardized mathematics test for kindergarten and
preschool children.
Results indicated that young children could focus not only on quantities, but also on arithmetic
series and mathematical patterns. As expected, quantities were the easiest to focus on whereas arithmetic
series were the most difficult ones. Surprisingly, children scored significantly higher on the geometrical
shapes than on the pictures that displayed the items in their natural environments. Furthermore, children
scored significantly higher on the non-verbal than on the verbal measurement. In addition, kindergarten
children significantly outperformed the pre-school children on the quantities but not on the 'mathematical
patterns' and 'arithmetic series'; no significant differences were found between boys and girls in neither
kindergarten nor pre-school. Finally, significant correlations were found between children' scores on
mathematics achievements and reasoning and their abilities to focus on quantities, mathematical patterns,
and arithmetic series. Regression analysis indicated the contribution of each type of mathematical
structure to the mathematical achievements (r2 = .35). The theoretical and practical implications will be
discussed at the conference.
Keywords: Mathematical Structures; Arithmetic series; Quantities
Paper session 13
Abstract:
Besides reading and writing, the development of basic competencies in numeracy is crucial for getting
along in school and work life (Delors 1997). Empirical findings indicate that the development of
mathematical competencies begins in early childhood and that these early preconditions seem to be a
significant predictor for children´s further mathematical development. Of particular importance in this
context is a so-called ‘number sense’ which can be characterized as the ability to recognize a link between
number-words and corresponding quantities (Krajewski/Schneider 2009). While most of the children tend
to have certain preconditions in this area at the end of kindergarten, empirical findings also indicate that
individual differences vary widely (Klibanoff et al. 2006). As a consequence, investigating the development
of children´s early quantity-number competencies as well as factors which effect it seems to be of special
interest. Although some studies already exist (Aunio et al. 2006; Jordan et al. 2007; Klibanoff, et al. 2006;
Krajewski/Schneider 2009; Navarro et al. 2012), there is still a lack of longitudinal studies to consolidate
and extend further the prior results evident. To redress this deficiency, the paper investigates the following
questions: Which early quantity-number competencies do children at the end of kindergarten have? How
can selected conditions of children´s individual (e.g., preconditions), familial (e.g., support activities) and
institutional mathematical context (e.g., quality of the learning environment) be described? Which
individual (e.g., preconditions, gender), familial (e.g., socio-economic background, support activities) or
To what extent can young children focus spontaneously on mathematical structures?
Tal Sharir, Bar-Ilan University, Israel
Nira Mashal, Bar-Ilan University, Israel
Zemira Mevarech, Bar-Ilan University, Israel
Abstract:
Currently, little is known to what extent young children can focus spontaneously on various types of
mathematical structures. Previous research (e.g., Hannula et al., 2009) indicates that young children can
identify small quantities that are presented either visually (pictures) or auditorily (beats). In addition,
Hannula et al. indicated that these abilities are related to children's mathematics achievements as assessed
later on in school. The aim of the present study is to test to what extent young children can focus not only
on quantities, but also on mathematical structures, such as arithmetic series or patterns.
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Individual, familial and institutional factors influencing children´s early quantity-number
competencies at the end of kindergarten
Melanie Eckerth, University of Cologne, Germany
Anna Katharina Hein, University of Münster, Germany
Petra Hanke, University of Cologne, Germany
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institutional factors (e.g., quality of learning environment) are important in forecasting children´s early
quantity-number competencies at the end of kindergarten?
To address the questions, the paper presents selected findings from the longitudinal study FiS
(“Förderung der Lern- und Bildungsprozesse von Kindern in der Schuleingangsphase”, i.e. "Supporting the
Learning and Educational Process of Children in the School-Entrance Phase") in which a total of about 700
children took part. The paper focuses on the two enquiry periods conducted during the last six month the
children visited kindergarten, while the whole study ended with completion of the second year of primary
school. The early quantity-number competencies of the children were diagnosed using a test developed by
Krajewski (MZ-Test; Krajewski 2006). Information about the familial and institutional context was
obtained from questionnaires completed by parents and educators. Furthermore, to investigate the quality
of the mathematical learning environment in the 101 participating kindergarten groups, an instrument of
observation was implemented (KES-R-E; Tietze et al. 2006).
Results show that there is a wide span of children´s early quantity-number competencies at the end
of kindergarten. Regarding the description of familial context factors in children´s development, findings
indicate that there are wide differences, too. Nearly the same might be said about the quality in the
mathematical learning environment in kindergarten. To answer the question of which individual, familial
and institutional influencing factors are important in predicting children´s early quantity-number
competencies, the paper will present findings of multilevel analyses, which are part of the ongoing analysis
process.
Keywords: Early mathematical competencies; Influencing factors on children´s development; End
of kindergarten
The role of counting direction in the development of number-space mapping in preschool children
Jaccoline E. van 't Noordende, Utrecht University, The Netherlands
M. (Chiel) J. M. Volman, Utrecht University, The Netherlands
Evelyn H. Kroesbergen, Utrecht University, The Netherlands
Paul P. M. Leseman, Utrecht University, The Netherlands
Abstract:
Several recent studies have investigated the possible role of counting direction in the development of
number-space mapping. In most Western cultures, objects are ordered from left to right and people map
numbers to space accordingly. Various studies showed that preschool children already count objects from
left to right and therefore it has been argued that counting direction might influence number-space
mapping (e.g. Opfer, Thompson & Furlong, 2010; Shaki, Fisher, & Goebel, 2012). Opfer and Furlong (2011)
indeed found that children’s counting direction is related to their number-space mapping. However, they
only assessed direction of number-space mapping as a dichotomous variable and not as a continuous
variable representing the ability to map numbers to space. The current study investigated counting
direction of 3.5-year-old children and its relation to (non-symbolic) continuous number-space mapping
skills.
Fifty-two 3.5-year-old Dutch preschool children participated in the present study. Their ordering
and counting direction was assessed with an adding, subtracting and counting task. In the adding task, the
children were asked to add a block to an array of three blocks that were placed on a table in front of the
child. In the subtracting task, they had to remove a block from an array of three blocks. In the counting task,
the children were asked to count an array of five blocks. In all three tasks, the middle block was placed
straight in line with body midline to ensure that the position of the blocks did not give an indication of
ordering or counting direction. Number-space mapping skills were assessed by a non-symbolic number
line task in which the children had to place non-symbolic quantities (amount of dots) to the corresponding
place on a horizontal line, ranging from zero dots at the left end of the line to 100 dots at the right end of
the line.
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Results showed that 52.2% of the children added the block at the right side of the array and 60%
took away the block at the right side of the array, consistent with left-to-right ordering. However, most
children (66.7%) counted the blocks from right to left. Counting and ordering direction were related to the
hand the children used for task performance, that is, all children who added and removed the block at the
right side of the array and who counted from right to left used their right hand. Most children who added,
removed and counted in the opposite direction used their left hand. These findings suggest that counting
and ordering direction in young children is not influenced by cultural ordering practices, but is taskdependent. However, it was found that children who did count from left to right had lower errors on the
non-symbolic number line task than children who count from right to left. No relation between error on the
number line task and ordering direction was found. This finding suggests that counting direction plays a
role in the development of number-space mapping.
Keywords: Number-space mapping; Counting; Preschool children
The developmental connections between early mathematical skills in kindergarten, first and
second grade - the validation study of core factor model of early mathematical skills
Heidi Hellstrand, Åbo Akademi University, Finland
Johan Korhonen, Åbo Akademi University, Finland
Karin Linnanmäki, Åbo Akademi University, Finland
Abstract:
The study examined the validity of the core factor model about early mathematical skills development in
kindergarten, first and second grade. Based on a literature review, concerning which mathematical skills
are crucial for subsequent mathematical performance and their interrelations (e.g. Aunola, Leskinen,
Lerkkanen, & Nurmi, 2004; Jordan, Kaplan, Locuniak, & Ramineni, 2007), a core factor model was
developed. The core factor model includes four areas: number sense (nonverbal, approximate counting),
counting skills (number words and symbols, number word sequences, and enumeration), basic
arithmetical skills (addition, and subtraction), and mathematical relational skills (early mathematicallogical principles, basic arithmetic principles, operational symbols, and place value and base-ten system).
The main goal for the core factor model was to describe the most relevant math skills in the development of
children aged five to eight years and subsequently to be a research-base for assessment tools for educators
to identify children at risk in mathematics. The aim of the study was to examine to what extent the
empirical data support the four factor model of early mathematical core skills and their development. The
longitudinal sample consisted of 1176 children from Swedish speaking kindergartens and schools in
Finland (kindergarteners, n=365; first graders, n=343; second graders, n=468). Children’s mathematical
skills were assessed by a group based mathematical scale, developed on the basis of the core factor model,
covering tasks from all four areas. The assessments took place at the beginning, in the middle, and in the
end of the school year 2011-2012. Preliminary analyses were run with the data from time point 1 in the
first grade. The scale demonstrated good overall internal consistency (α=.91). However, no support for the
four factor model (or any meaningful structure) was found when conducting exploratory factor analyses
with all the 61 individual items. We therefore proceeded to create item parcels of similar tasks and tested if
we could find a stable and meaningful solution using these parcels as factor indicators. Confirmatory factor
analysis with robust maximum likelihood estimator revealed that a four-factor model (number sense,
counting skills, basic arithmetic skills, mathematical relational skills) described the data rather well,
χ2(71)=128.10, p<.001; CFI=.93; TLI=.91; RMSEA=.05. The correlations between the latent factors ranged
from .68 to .81 indicating strong relations between the core skills. In EARLI SIG5 we will present results
from three time points within three grades, focusing on the connection between the theoretical four factor
model and the empirical data. The results are discussed in context of assessment for identifying and
supporting children at risk for learning difficulties in mathematics in early stage.
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Keywords: Early mathematics; Mathematical development; Assessment
Paper session 14
Planning & Reviewing - a daily training to support children’s language acquisition
Anna Groneß, Graduate School Upgrade University of Landau, Germany
Abstract:
Followed by the constructivistic Language Acquisition Model of Tomasello (2000) and the Emergentist
Coalition Model of Hollich, Hirsh-Pasek and Golinkoff (2000), Language Acquisition is influenced by both
environmental/social factors and genetic predispositions. Due to that the Bioecological Model of Human
Development by Bronfenbrenner and Morris (2006) indicates a clear connection between (linguistic)
interactions and Early Childhood (Language) Development. In addition to that recent studies in the field of
Early Childhood Education and Language Acquisition (e. g. Sylva et al. 2003, Siraj-Blatchford et al. 2002)
have heightened the need to develop and test effective methods for nursery teachers, to increase the
initiation of qualitative and cognitive highly demanding interactions. Furthermore Schöler & Roos (2012)
have confirmed in a large scale study that most of the program based language learning
approaches/concepts for young children had no significant effects on their Language Acquisition.
Related to these findings the purpose of this study is to examine the method `Planning & Reviewing´,
known from the High/Scope preschool curriculum, with regard to its impact on Early Childhood Language
Acquisition, specially pertaining to language skills in the areas of grammar, vocabulary and cognitive
academic language proficiency (CALP), just as the ability to retell (own) experiences. Apart from that it will
also be assessed if `Planning & Reviewing´ supports the increase of initiation of high quality cognitive and
linguistic interactions.
Within two preliminary project studies `Planning & Reviewing´ was analysed with very positive
results towards the characteristics of Language Activation and integration into the Daily Routine.
During the main study, which will start in mid-January 2014, a quasi-experimental design with three
different intervention groups will be conducted. Our sample will be heterogeneous related to the acquired
linguistic abilities of the children. That means that children with low linguistic abilities (whose who need
special language learning support) and with high linguistic abilities (whose who can operate as linguistic
peer models) will form small groups of four children. All our small groups will be supervised by a specially
trained person, and allocated randomly to the three different interventions. The first intervention is a
language learning training supported by the method of `Planning & Reviewing´, the second intervention is a
language learning training support by the method of `dialogic reading´, and the third intervention is the
control group, which won´t have a special language learning training. These children will e. g. play together
or do handicrafts, during their daily group meetings, instead of getting special language learning support.
All interventions will be integrated into the nurseries daily routine and carried out through the free-play
time, in the (main) group room.
The intervention will last 10 weeks and the language level of all children will be tested beforehand
and afterwards, as well as six months after the intervention is finished. The language level will be assessed
by the TROG-D, P-ITPA-AK, P-ITPA-SaK, AWST-R, DELFIN4-EF and DELFIN5-EF. Besides that the
interventions will be videotaped three times during the project.
Keywords: Early language acquisitation; Planning and Reviewing; Dialogic reading
A comparison of everyday language support knowledge and practice of early childhood educators
in Switzerland and Germany
Nadine Itel, University of Teacher Education St.Gallen, Switzerland
Franziska Vogt, University of Teacher Education St.Gallen, Switzerland
Bea Zumwald, University of Teacher Education St.Gallen, Switzerland
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Abstract:
Theoretical background: Young children’s language development can be supported by high quality teaching
practices in early childhood institutions, which is crucial for their later school success (Siraj-Blatchford &
Sylva 2004). In order to evaluate the professional competence of early childhood educators, we need to
analyze what language support strategies practitioners with different professional backgrounds employ
and how their professional knowledge contributes. With a view to identify implications for future
professional in-service trainings, this gap in the field of early childhood education needs to be closed.
Research question: The paper’s aim is to investigate how early childhood educators’ knowledge and
language fostering practice can be assessed in an authentic, standardized and descriptive way. It will be
asked whether a broader knowledge based on specific language support techniques is related to better
professional practice in the use of these language support techniques.
Study design and methods: 45 early childhood educators from Switzerland and Germany with
different professional backgrounds participated in the study. Knowledge has been assessed through an
interviewing method by showing the participants two film vignettes of natural and authentic language
fostering situations (Itel 2012). To analyze the language support practice 45 minutes of video observation
material of each participant had been chosen with the highest density of interactions between educator and
child. Those sequences had been analyzed directly on the video. Several effective strategies of everyday
language support that can be found in literature have been identified and put together into four sets of
codes subdivided into different quality levels (questioning strategies, vocabulary teaching techniques,
modeling and sustained shared thinking). The interviews as well as video observation material have been
analyzed with the same set of codes using quantitative content analysis (Bortz & Döring 2009).
Results: Due to still on-going analysis this abstract summarizes only preliminary results of the
vocabulary teaching strategies. A sample of 16 Swiss playgroup teachers was analyzed up to now, looking
at how often and in what quality they use vocabulary fostering strategies during playgroup and to which
extent they would mention and evaluate vocabulary fostering practice in the film vignettes.
The first findings show a tendency that playgroup teachers, who give more vocabulary input during the set
time, would also introduce the new words with more effective strategies (r=.500, p=0.049). However, a
correlation between the mentioned knowledge and the language fostering practice could not be found as of
now. Regarding the competence profiles the sample is very heterogeneous. It can be divided into four
different knowledge-practice-types. More detailed analyses will follow.
Interpretation of findings: This study gives an interesting insight into two qualitative methods of
data collection and data analysis to capture professional knowledge and practice. As competence-based
professional trainings are more and more requested in the field of early childhood education, better
instruments to identify the learning needs and training effects are needed.
Keywords: Early childhood; Video analysis; Language teaching
Investigating the potential of children’s first language for vocabulary acquisition in preschool: An
intervention study in German preschools
Melihan Cinar, Goethe University Frankfurt, Germany
Ilonca Hardy, Goethe University Frankfurt, Germany
Judith Razakowski, TU Dortmund University, Germany
Annika Ohle, TU Dortmund University, Germany
Nele McElvany, TU Dortmund University, Germany
Abstract:
Findings of recent large-scale studies suggest that deficits in early language skills contribute to differences
in academic achievement between students with and without migration background. Based on differences
between these two groups with respect to breadth of vocabulary in preschool age, we intend to foster
children’s academic vocabulary in German as a core part of language and reading ability. The Theory of
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Learning from Context (Sternberg & Powell, 1983) provides a theoretical framework for vocabulary
acquisition as an implicit process of mapping meaning to new words by means of contextual cues. Yet, for
students with a migration background acquiring German as a second language, the decoding of word
meanings presumably presents a particular challenge because of their limited academic vocabulary and
(text-) comprehension in German. According it may be assumed that children’s first language may serve as
one type of contextual cue facilitating the acquisition of new words by providing rich contextual
associations established in the children’s first language. Yet, the contribution of children’s first language to
vocabulary acquisition in a second language has rarely been investigated.
Research Questions and Methods: Following these considerations, the main research questions are:
1) Is the method of learning unfamiliar vocabulary from context effective for preschool children with
German as second language?
2) Do preschoolers who listen to audio stories in their first language additionally to their second language
acquire more of the target vocabulary than children of intervention groups with second language only as
well as reduced first language input?
3) Are there long-term effects of the intervention with regard to the acquired German vocabulary?
In a repeated measures design (pre-post-follow-up tests), we compared four instructional conditions
conducive to vocabulary acquisition: 1) audio story in Turkish first, followed by the same story in German,
2) audio story in German with translation of the target vocabulary in Turkish first, followed by the same
story in German 3) audio story in German twice 4) audio story without the target-vocabulary in German
twice (control group).
100 preschoolers with Turkish as their first language participated and German as their second language
participated in a 5-week vocabulary training with four sessions of approximately one hour per week.
Preliminary analyses of a subsample (N = 68; first wave of data collection) show a significant effect
for the acquisition of target vocabulary for all treatment groups versus the control group, suggesting that
the method of learning unfamiliar vocabulary from context is effective for second language learners. With
regard to the role of children’s first language for vocabulary acquisition, no significant differences between
the intervention group 1 and the comparison groups were evident; rather, both short-term and long-term
effects of vocabulary acquisition were found for intervention groups 1, 2, and 3. Analyses with the entire
sample will be conducted to confirm these results. Implications for educational practice with regard to
conditions conducive to vocabulary acquisition in preschool will be discussed.
Keywords: Vocabulary acquisition; Intervention programs; Second language learners
Storybook reading in Portuguese and German families with preschool-age children: A comparative
study
Carla Peixoto, University of Porto, Portugal
Susanne Kruger, University of Bamberg, Germany
Isabel Macedo Pinto, University of Porto, Portugal
Hans-Guenter Rossbach, University of Bamberg, Germany
Abstract:
Research has been suggesting the significant role of the home environment in the development of
children’s emergent literacy and numeracy skills (e.g., Blevins-Knabe & Musun-Miller, 1996; Hood, Conlon,
& Andrews, 2008; LeFevre et al., 2009, 2010; Weigel, Martin, & Bennett, 2006; Whitehurst & Lonigan,
1998). Despite families may actively engage children in various formal (e.g., write child’s name, read simple
words, practicing arithmetic facts) and informal (e.g., storybook reading, games with numbers or counting)
opportunities to contact with literacy and numeracy, shared book reading is the most extensively studied
home interaction (e.g., Scarborough & Dobrich, 1994). It’s worth to mention, though, that more research
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has analyzed the quantity of storybook reading than the quality of these interactions (e.g., Reese & Cox,
1999; Serpell, Baker, & Sonnenschein, 2004).
Over the last several years, parents’ educational level (Farver et al., 2006; Phillips & Lonigan, 2009)
and beliefs (e.g., Bingham, 2007; Weigel et al., 2006) have been explored as factors that affect the quality of
home learning environment, suggesting the need to take cultural context into account for a full
understanding of parent-child storybook reading interactions. Other factors, such as socio-cultural aspects,
may also exert a relevant influence on how parents can help children learn (e.g., Huntsinger et al., 2000;
Phillipson & Phillipson, 2007).
This study intends to compare the quality of storybook reading in Portuguese and German families
with preschool-age children in order to identify cross-cutting or/and culture-specific aspects on the quality
of family contexts of each country.
Data is part of the project "Development of measures for assessing the quality of the family
environment stimulation in Portugal and Germany", developed by a research team at the University of
Bamberg (Germany) and University of Porto (Portugal).
Portuguese and German parent-child dyads were videotaped reading the same unfamiliar
storybook within their homes. All children were at the end of preschool education. Trained and reliable
coders rated reading sessions using Family Rating Scale (FES; Kruger, Pflieger, & Rossbach, 2005), an 11item observational measure designed to assess the quality of adult’s general and domain-specific
interaction behaviors during shared book reading.
The results will be discussed in light of research conducted in the field, as well as implications for
future research will be reflected.
Keywords: Shared book reading; Preschool age children; Cross-cultural study
Paper session 15
The distribution of clean-up jobs in the kindergarten: Replication of a Japanese study in Greece
Efthymia Penderi, Democritus University of Thrace, Greece
Galini Rekalidou, Democritus University of Thrace, Greece
Yuko Hashimoto, Kwansei Gakuin University, Japan
Yuichi Toda, Osaka Kyoiku University, Japan
Abstract:
Clean-up jobs are integral in the kindergarten program aiming at developing children’s sense of duty and
responsibility. However, little research has questioned how children address the distribution of work
responsibilities in the classroom. Hashimoto, Ikemori, & Toda (2012) interviewed 5-year-olds in Japan and
examined how they thought the clean-up jobs in their classrooms should be allocated. The results showed
that young children strongly believed that the clean-up should be done by the person who used the play
materials. However, some Japanese kindergarteners consider classroom clean-up should be shared among
class members and that it is not the sole responsibility of the player.
The present used the same procedures to examine Greek kindergarteners’ ideas about clean-up
duties in their classrooms. Thirty 5-year-old children (8 classes) were interviewed. Data were analyzed
using both qualitative and quantitate procedures. It was evident that participation in activities was the
strongest criterion for doing the clean-up job. When the interview was conducted using the selfinvolvement situations, children seemed to provide more elaborated answers using a set of other criteria,
such as the relationship with the players, the importance of helping and sharing or the criterion of shaving
time when helping others.
Greek children’s views on sharing work responsibilities during clean-up time in the classroom are
discussed using results from the Japanese study, providing evidence for the validity of the methodology and
the ecological perspective in children’s beliefs in the two educational settings, Japanese and Greek.
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Workshop: Clean-up; Responsibility; Kindergarten
Children telling Mathematics at pre-school
Silvia Mion, FISPPA- University of Padua, Italy
Abstract:
According to a recent perspective outlined by Zazkis (2009), stories can encourage students to learn
mathematical concepts because they provide the background for a mathematical activity. The use of
narrative in mathematics education contextualizes a concept and enhances its attraction for pupils.
Teachers have to encourage children to make sense of their mathematical ideas (Anghileri, 2006) through
mathematical discussion. Very simple and very familiar situations and concrete materials belonging to
daily life (Freudenthal, 1991) can stimulate children to tell their own explanations of mathematical
concepts. They can tell stories about life experiences, identifying mathematical structures in authentic
examples and improving flexibility and imagination. In this emerging research field narrative plays an
important role as a cognitive tool, through which, citing Egan (1996), ‘telling is a way of establishing
meaning’. Referring to Bruner’s terms (1996), mathematical meaning becomes a dialectic process in which
the narrative and paradigmatic thinking have complementary roles: the former can be seen as a way to
support and enrich the latter (Sinclair et al, 2009).
It will be presented a research project, aiming to support 5–6-year-old children to develop a first
approach to the operation of subtraction with an educational focus on the use of narrative in Mathematics.
More specifically, the research highlights the narrative strategies pre-schoolers work out to deal with some
problematic situations implying subtraction. The teacher stimulates children to develop and express their
solving strategies presenting problematic situations, encouraging mathematical discussion, supporting
children’s attention to a collaborative conceptualisation of the meaning of 'subtraction', related to two
models (difference and remainder). At the end of the intervention children are supposed to subtract within
twelve recognizing if they take apart comparing two quantities or take from a total number of elements.
The research is an exploratory study to design mathematical activities in pre-school according to a
scientifically grounded approach. The study presents the preliminary qualitative analysis of the data
gathered in one group of 11 children, attending the same class group. It has been organised as a classroombased design experiment and unfolded as a teaching intervention in which the researcher joined the class
usual context.
Before and after the intervention three focus groups are conducted with the children, as pre- and
post- test. As part of the contextualisation of the inquiry, an interview with each teacher is conducted to
explore their ideas, difficulties and teaching strategies in doing Mathematics with children. All the activities
and children's talks are video-recorded, in order to highlight the relationships between the structure of
classroom interactions and the solving strategies as well as the conceptual reflection on the meaning of
'subtraction', according to the model developed by Yackel and Cobb (1996).
The study wants to give a contribution to the research literature on the use of narrative in
mathematics education by exploring how narrative may be used to provide a vehicle of mind for
articulating mathematical reasoning (Roberts, 2012).
Keywords: Pre-schoolers; Narrative; Mathematics
Learning about living things and sustainability: a scientific atelier in an infant-toddler center
Piera Braga, University of Milano-Bicocca, Italy
Annastella Gambini, University of Milano-Bicocca, Italy
This presentation re-scheduled to Paper Session 2 on Tuesday 26th of August at 9:00-10:30
Abstract:
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The responsibility of people in adopting sustainable lifestyles is still weak and this can possibly be
inscribed in the lack of a significant relationship with natural environments. Promoting this relationship in
early childhood in order to develop a responsible, internalized and scientifically correct attitudes towards
the natural environment is an educational priority if not an emergency. Projects on this theme in ECEC are
rare. This exploratory interdisciplinary study which involves researchers in biology and pedagogy can be
inscribed in the field of outdoor education, (Higgins P., Nicol R., 2008) Maynard T., Waters J., 2007), only
recently gaining attention in Italian ECEC (Mantovani S., 2003). The goal is to document the first phases of a
possible significant relationship between toddlers and living things through collaborative activities and
exploratory experiences oriented, as the basis to promote curiosity, motivation to explore in depth and
over time, discovering biodiversity as a first experience to foster interest and acceptance of diversity, to
promote responsibility and finally to start a soundly based science education. The approach is oriented by
the idea of guided participatory learning (Rogoff B., 2003) and the experiences of Reggio Emilia, which are
consistent with basic biology paradigm for education. We have designed and set up a scientific atelier for
observation activities in the university lab infant-toddler center Bambini-Bicocca, focused on children’s
exploration of living things, as a basis to promote interest in the life, motivation to explore in depth and, as
a possible consequence, to increase their knowledge and responsibility in the future.
Children explore (and play) in the atelier with the materials they have collected in the garden which
has been designed in with autochthonous plants and many tangible examples of biodiversity (Gambini
A.,2007).
26 children aged from 13 to 30 months in small groups (3-4) have been involved, from September
to July, three times a week, one lead by a researcher with a scientific background and twice followed up by
a caregiver. The daily documentation, consists in videos and notes and we have also collected parents’
narratives and conversations with children.
The presentation will document and discuss samples of our data which illustrate how these regular
experiences foster an early attitude to pose scientific questions , how children seem to connect easily the
outdoor and indoor activities, to keep track over time, and to increase their knowledge about some
important aspects of the environment.
Keywords: Early childhood; Environment; Education
Big five personality traits of prospective early childhood pedagogues in Germany: A comparison
with the German socio-economic panel
Wilfried Smidt, University of Koblenz-Landau, Germany
Susanna Roux, University of Education Weingarten, Germany
Abstract:
Participating in educational activities provided by nonfamilial institutions such as preschools is part of
children`s educational biography in many countries (Oberhuemer, Schreyer, & Neuman, 2010). The
pedagogues working in these institutions play a crucial role in providing a high-quality education (Copple
& Bredekamp, 2009). One important characteristic refers to educators’ personality traits, which are
assumed to be associated with their professional competence and behavior in educational settings (Kunter,
Kleickmann, Klusmann, & Richter, 2013). Personality traits are often examined in terms of the Big Five of
neuroticism, extraversion, openness, agreeableness, and conscientiousness (McCrae & Costa, 2008). On the
basis of Holland’s (1997) vocational interest theory, meta-analyses on relations between vocational
interests and the Big Five (e.g., Larson, Rottinghaus, & Borgen, 2002), and research on the personality of
schoolteachers (Mayr, 2009) it can be assumed that early childhood pedagogues should be more
extraverted, open, and agreeable than the population average. However, there is a lack of research on the
Big Five of early childhood pedagogues.
Therefore, the Big Five of 1,014 prospective early childhood pedagogues attending 122
nonacademic professional social pedagogy schools were compared with a subsample of 1,014 respondents
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of the German Socio-Economic Panel (SOEP; Wagner, Frick, & Schupp, 2007), which is a representative
longitudinal study of German households. The pedagogues sample was derived from a nationwide German
study focusing on processes of labor market entry. The SOEP sample was parallelized with the pedagogues
sample on the basis of age and school leaving certificate for both females and males. Parallelization was
implemented to control for age (Soto, John, Gosling, & Potter, 2011) and educational differences
(Bozionelos, 2004) in the Big Five. Both female and male pedagogues were expected to rate themselves as
more extraverted, open, and agreeable than their SOEP counterparts. Dependent samples t tests with
Bonferroni corrections and Cohen’s d effect sizes were computed to test the hypotheses.
As expected, female and male pedagogues rated themselves as more open and agreeable than their
SOEP counterparts; effect sizes were medium and large. The findings indicate that prospective early
childhood pedagogues are comparatively agreeable (e.g., being kind-hearted) and open (e.g., being
creative). Thus, both female and male pedagogues have personality traits that are probably good
prerequisites for working in early childhood education. Unexpectedly, prospective pedagogues did not rate
themselves as more extraverted. An explanation can be found in evidence for relations between
extraversion and leadership (Judge, Bono, Ilies & Gerhardt, 2002) suggesting that extraversion might be
important for leadership in early childhood education. In Germany, academic pedagogues often
disproportionately hold positions as preschool headteachers (Federal Statistical Office, 2012). Thus, one
would probably find higher extraversion in a sample of academic early childhood pedagogues. Also
surprisingly, prospective male pedagogues rated themselves as less conscientious than SOEP males.
Considering a medium effect size, the result may cause concern because conscientiousness predicts career
success (Ng, Eby, Sorensen & Feldman, 2005). Implications for professional social pedagogy schools may
refer to the provision of appropriate assistance for this group of future pedagogues in particular.
Keywords: Big Five; Prospective early childhood pedagogues; German Socio-Economic Panel
9:00–10:30
Workshop 4
Eliciting children's participation and views through story telling
Leena Turja, University of Jyväskylä, Finland
Abstract:
Our purpose in this workshop is to discuss storytelling as a way of enabling children’s participation and
helping their views to be heard and taken into account both in research and in various services targeted at
children and their families.
The existing methods of storytelling developed for children vary in their structure and purpose.
For example, the well-known MacArthur Story Stem Battery (Emde, Wolf & Oppenheim, 2003) represents a
highly structured type of storytelling method whereas the Storycrafting method developed in Finland
(Hohti & Karlsson, 2013; Riihelä, 2009), based on free choice and the absence of strict instructions,
represents a minimally constrained approach. The Story Magician method, developed at the University of
Jyväskylä, lies in between these two methods. It was originally developed within an intervention program
for hyperactive children and children with challenging behaviors in order to hear their views on these
difficulties. Later on, we have applied it in day and night care centers to obtain information on how children
perceive their well-being in the 24/7 society.
Thus far we have analyzed children’s storytelling in relation to the type of participation the
Story Magician method enables for the child and the insights it offers adults into children’s social-emotional
well-being. In addition, we have investigated parental reactions and reflections on their children’s stories
(Turja & Laakso, 2011; Laakso, Turja & Manninen, 2013).
In this workshop, we will introduce our method and reflect upon our preliminary findings. Our aim
is also to generate discussion on the usefulness of these kinds of “child-friendly” methods both in child and
family services and in research. Moreover, the workshop aims to generate new ideas for developing
research designs that will enable us to study how children can influence their daily life through storytelling.
Symposium 10
Measuring classroom quality with the Classroom Assessment Scoring System (CLASS) in four
different European countries
Organizer:
Chair:
Discussant:
Measures of quality in early childhood settings have been extensively used in research and program
evaluation studies, and are increasingly used in the development of quality monitoring and improvement
systems at the policy level, aimed at accountability and professionalization (Martinez-Beck, 2011). A
relatively new observation system is the Classroom Assessment Scoring System (CLASS; Hamre, Pianta,
Mashburn, & Downer, 2007) of which different versions have been developed covering classrooms from
early childhood up until secondary school. Several US studies have investigated the reliability and validity
of the CLASS Pre-K version. However, for more recently developed Infant and Toddler versions evidence on
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reliability and validity is still very limited (Thomason & La Paro, 2009). There is a clear need to establish
the reliability, validity, and cultural-appropriateness of the CLASS. Therefore, this symposium brings
together evidence on the reliability and validity of the CLASS covering infant, toddler, and preschool
classrooms from four European countries.
The first study reports on the reliability and validity of the CLASS Infant version used in Portuguese
classrooms. The second study investigated the psychometric properties of the CLASS Toddler version in
Dutch day care and preschool settings. The third and fourth study both examined the reliability and validity
of the CLASS Pre-K in German and Finnish preschool classrooms, respectively. Altogether these studies
provide more insight into the applicability of classroom quality/observation measures developed in the US
in other contexts and reveal possible cultural differences.
Keywords: Classroom quality; Quality assessment; Classroom Assessment Scoring System
The Classroom Assessment Scoring System for infant classrooms in Portugal
Carla Peixoto, University of Porto, Portugal
Sílvia Barros, Polytechnic Institute of Porto, Portugal
Abstract:
Recent research has drawn attention to the importance of interactions between adults and children in early
childhood settings. Numerous studies have shown that the quality of adult–child interactions positively
contributes to children’s social, emotional, and cognitive development (Howes et al., 2007; Mashburn et al.,
2008). Of particular importance are the interactions between caregivers and infants during the first years
of life. This is a period marked by rapid growth in children’s skills, and early experiences are seen as having
a critical role in supporting them (Shonkoff & Phillips, 2000). Recently, a version of the Classroom
Assessment Scoring System (CLASS–Infant version; Hamre et al., 2011) was developed to observe key
dimensions of interactions between caregivers and infants in infant care settings. This system supports the
notion of the importance of providing close and caring relationships, along with opportunities to interact
with responsive adults (Hamre et al., 2011). Studies on infant care are, however, relatively scarce. In
particular, to date, there are no studies reporting the adequacy of this measurement tool for very young
children. Using data gathered in 71 infant classrooms in Portugal, this paper provides information on the
validity and reliability of the CLASS–Infant version. Classrooms were randomly selected and had, on
average, 1.78 adults and 4.85 infants. Classrooms were observed on two different days by independent
observers. On the first day, observers used the Infant/Toddler Environment Rating Scale – Revised (ITERSR; Harms, Cryer, & Clifford, 2006) to assess the overall quality of classroom environments. On the second
day, a different observer used the CLASS for approximately 2 1/2 hours starting at the beginning of the day.
Observers completed four 20-minute cycles of observation with the CLASS for each classroom, in a total of
284 cycles. For each cycle, observers rated the four dimensions of the CLASS: Infant version, namely,
Relational Climate, Teacher Sensitivity, Facilitated Exploration, and Early Language Support. Observations
were double coded by two observers in 20% of the classrooms. Findings show that infants experience
moderate to low levels of quality in early childcare. Multilevel confirmatory factor analysis indicated that
the one-factor model provided a good fit for the data, χ2 (4) = 7.965, p = .09; CFI = .992, RMSEA= .059;
SRMR within = .018; SRMR between = .032). Standardized item loadings on the one-factor model ranged
from .74 to .81. Internal consistency was adequate at the classroom and at the cycle level, respectively, .90,
and .88. Regarding interrater reliability, mean weighted kappa was .63. Evidence for concurrent validity
was obtained through positive associations between the CLASS total score and the ITERS scores. Findings
suggest that the CLASS–Infant version provides a meaningful, valid, and reliable measure of the quality of
interactions between caregivers and infants in infant classrooms. Findings will be discussed in terms of
policy implications for infant childcare and future directions for research.
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Psychometric properties of the CLASS Toddler in Dutch early childhood education and care
Jan Boom, Utrecht University, The Netherlands
Abstract:
A widely used measure of classroom quality in the United States (US), the Classroom Assessment Scoring
System (CLASS: Hamre & Pianta, 2007), is increasingly being used in European countries. The reliability
and validity for the CLASS, for instance the CLASS Pre-K, has been established in the US, but less is known
about the generalizability of these findings to other countries. Recently, a new version has been developed
for toddlers, the CLASS Toddler (La Paro, Hamre & Pianta, 2011) for which, to date only limited evidence on
reliability and validity exists. Therefore, the current study has investigated the psychometric properties of
the CLASS Toddler in Dutch ECEC by means of classical test theory (including factor analysis) and Item
Response Theory (IRT) to gain more detailed information on the reliability and validity of this measure on
a more fine grained (indicator) level.
Results indicated slightly different findings compared to the US regarding the factor structure of the
CLASS. In multilevel confirmatory factor analyses (with the observation cycles as unit of analysis) involving
a large nationally representative sample of 274 preschool and day care classrooms a one-factor model and
a three-factor model were compared to the originally proposed two-factor model, revealing the best fit for
the three-factor model in the Netherlands. The Emotional Support domain in our sample consisted of
Positive Climate, Teacher Sensitivity and Regard for Child Perspectives. Negative Climate and Behavior
Guidance loaded on a separate dimension, which we referred to as Behavioral Support. Moreover, the
multilevel analyses revealed that the dimension Regard for Child Perspectives was somewhat problematic
(low factor loadings in all tested models). Engaged Support for Learning consisted of Facilitation of
Learning and Development, Quality of Feedback and Language Modeling. Furthermore, IRT analyses of the
indicators of the CLASS dimensions, generally revealed adequate to good item difficulty and item
discrimination (items being the indicators of the CLASS dimensions). Finally, validity of the CLASS was
supported by theoretically expected differential associations with teacher and classroom characteristics
and self-reported measures of provision of activities. The findings will be discussed in light of cultural
differences and applicability of the CLASS in other contexts.
Observing Teacher-Child Interactions Using the CLASS Pre-K in German Preschool Classrooms
Antje von Suchodoletz, University of Freiburg, Germany
Anika Fäsche, University of Freiburg, Germany
Catherine Gunzenhauser, University of Freiburg/Saarland University, Germany
Bridget K. Hamre, University of Virginia, USA
Abstract:
Studies from the United States demonstrate that classroom quality is an important predictor of children’s
academic and social development from preschool through secondary school (e.g., Hamre & Pianta, 2005;
Mashburn et al., 2008). The Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, &
Hamre, 2008) is a widely used observational measure of quality of preschool classrooms. Only recently,
however, research has begun to use the CLASS internationally. In Germany there is still very limited
research on the quality of early childhood education programs and factors that may contribute to quality.
Therefore in this study, we first test the applicability and generalizability of the CLASS Pre-K and the
underlying theoretical framework, the Teaching through Interaction framework (Hamre et al., 2013), to
German preschool classrooms. Second, we describe classroom quality using CLASS Pre-K ratings. Third, we
examine the extent to which teacher, classroom, and program features related to within-morning
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variability of classroom quality. And finally, we test the validity of CLASS Pre-K ratings by examining
relations with teacher-rated quality of student-teacher relationships.
We observed teacher-child interactions in 63 classrooms drawn from 26 different preschools using
the CLASS Pre-K. One year later, teachers rated their relationships to children in their classroom using the
German version of the Student-Teacher Relationship Scale (STRS; Mayr, 2012).
Confirmatory factor analyses (CFA) tested different models of classroom interactions. Relative
model fit statistics indicated that the Teaching through Interaction model provided the best relative fit to
the data. Absolute model fit statistics suggest that all models had less than adequate fit. Across all of the fit
statistics, the fit of the Teaching through Interaction model was better than that of the other models.
Cronbach’s alpha coefficients and composite reliability scores (all indicating high internal consistency of
the CLASS domain scores) provided further support for the Teaching through Interaction model in the
present data. CLASS data from Finland (Pakarinen et al., 2010) suggested that excluding the dimension
Negative Climate might improve model fit. However, in the present data this approach did not significantly
improve model fit.
Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality
of teacher-child interactions varied widely. Data indicated that the levels of Emotional Support and
Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and
even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease
over the day in classrooms with a higher child-teacher ratio. Regressions revealed that Emotional Support
predicted lower levels of dependency while Classroom Organization predicted lower conflict in studentteacher relationships from teachers’ perspective.
Our findings provide preliminary evidence for acceptable psychometric qualities of the CLASS Pre-K
as a standardized observational measure of teacher-child interactions in Germany and for a three-domain
structure of teacher-child interactions that is consistent with the Teaching through Interaction framework.
Results have important implications for policy and practice with regard to the quality of care and education
in German preschools.
The Validity and Reliability of the CLASS Pre-K in Finland
Abstract:
Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) is a widely used and
standardized assessment tool for measuring the quality of teacher–child interactions. CLASS is based on
strong theoretical and empirical foundation and is also unique in its effort to maximize inter-rater
reliability and adherence to the standardized rating scale. However, most of the previous studies have been
conducted in the US, and less is known on the applicability of CLASS in other cultural contexts. Given the
increasing demand for a valid and reliable tool for assessing the quality of teacher–child interactions in
European context, the present study examined the validity and reliability of the CLASS Pre-K instrument in
Finnish kindergartens. Forty-nine (47 female, 2 male) kindergarten teachers were observed by trained
investigators on their emotional support, classroom organization, and instructional support. The results of
CFA provided evidence on a three-factor structure (Emotional Support, Classroom Organization, and
Instructional Support) similar to the factor structure previously reported in the U.S. after omitting the item
measuring negative climate which showed poor discriminant validity. The CLASS showed high item and
scale reliabilities. Evidence for concurrent validity was indicated by the positive association between
observed emotional support and teacher-rated affection and self-efficacy. Teacher-rated affection was also
associated with the observed classroom organization. In addition, CLASS domains were strongly related to
the ECCOM scores on child-centered teaching. The results of multilevel modeling further provided evidence
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on the predictive validity of the CLASS: classroom organization was associated with children’s learning
motivation, and the quality of instructional support was related to their task-focused behavior. The present
study adds to our current understanding of applicability of CLASS in different cultural contexts. Despite of
the differences in educational systems, CLASS seems to tap some universal characteristics of teaching.
Symposium 11
Mathematics in preschool: Preschool teachers’ competencies, children’s learning and parental
views
Organizer:
Chair:
Hannah Ulferts, Freie Universität Berlin, Germany
Discussant:
Paul Leseman, Universiteit Utrecht, The Netherlands
Attention has grown around the potential benefits of preschool education programs for the development of
early mathematical skills. However, required professional competencies of preschool teachers to provide
high-quality learning opportunities, detailed analyses of children’s learning and the role of parents in
supporting mathematical preschool programs are still understudied areas. The symposium brings together
perspectives and findings on preschool mathematics from Germany, the United States and Cyprus. The first
study focuses on professional competencies of preschool teachers in Germany and investigates the
relations between mathematical content knowledge, pedagogical content knowledge, math self-concept
and self-efficacy beliefs. It analyzes whether the relation between content knowledge and the sensitivity for
mathematics in play-based situations is mediated by pedagogical beliefs. The second paper brings in the
US-American perspective and sheds light on the question if professional knowledge of preschool teachers is
a relevant predictor of children’s learning. The third paper from Cyprus uses a qualitative approach and
provides a detailed analysis of the development and role of children’s gestures in the development of
concepts for space and shape. It is further discussed how preschool teachers may use these gestures for
their teaching activities. The fourth paper brings in the perspective of parents. Drawing on a German
sample it describes parental views on tasks of preschool programs and investigates how socioeconomic
and family backgrounds are associated with these beliefs.
Keywords: Preschool mathematics; Children's learning; Parental views
Mathematics in preschool: How are teachers’ content knowledge, math self-concept, self-efficacy
beliefs and pedagogical content knowledge interrelated?
Elisa Heinig, Freie Universität Berlin, Germany
Yvonne Anders, Freie Universität Berlin, Department of Education, Germany Hannah Ulferts, Freie
Universität Berlin, Department of Education, Germany
Abstract:
Theoretical Background: Attention has grown around the potential benefits of preschool education
programs for the development of early mathematical skills. With respect to preschool teachers different
aspects of their professional knowledge are regarded as important prerequisites. Additionally, mathrelated pedagogical beliefs as well as motivational and emotional aspects are regarded as important. Mc
Cray and Chen (2012) showed that preschool teachers’ sensitivity for mathematics in play-based situations
as one aspect of their pedagogical content knowledge may influence the process quality and childrens’
learning gains. Furthermore, Anders and Rossbach (2013; in press) found that preschool teachers’
emotional attitudes towards mathematics and their content knowledge predict their sensitivity for
mathematics in play-based situations. The results underlined the importance of emotional and
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motivational aspects as prerequisites for providing appropriate learning opportunities for mathematics in
preschool.
Research questions: In this study, the relevance of motivational aspects was further explored. The
study focused on the role of math self-concept and self-efficacy beliefs. The relations between content
knowledge, sensitivity for mathematics in play-based situations, math self-concept and self-efficacy beliefs
were investigated. We hypothesized that the relation between preschool teachers’ content knowledge and
sensitivity for mathematics is mediated by their math self-concept and self-efficacy beliefs.
Method: 29 preschool centres in two federal states of Germany were randomly sampled. Testing
took place in those centres and was carried out by trained research staff. Background information, mathrelated school experiences, emotional attitudes, pedagogical beliefs and knowledge were obtained through
a questionnaire. The sample consisted of 221 early childhood professionals. Correlational analyses and
structural equation modeling (SEM) were used to answer the research questions.
Results: Mathematical content knowledge (CK) is correlated with preschool teachers’ sensitivity for
mathematics in play-based situations (r = 0.29, p<0.01). But the SEM analyses confirmed that this
association is partly mediated by self-efficacy beliefs. The model (CFI = 0.98, RMSEA = 0.05) showed that
CK in mathematics predicts self-efficacy (b = 0.43, p < 0.01) and math self-concept (b = 0.29, p < 0.01). Both
beliefs are interrelated (b = 0.43, p < 0.01). But only self-efficacy has significant predictive power for
preschool teachers’ sensitivity for mathematics (b = 0.35, p < 0.01). CK loses parts of its impact in the
mediation model (b = 0.13, p > 0.05).
Interpretation of findings: The presented findings underline the importance of math self-concept
for preschool teachers’ sensitivity for mathematics in play-based situations. As this facet of pedagogical
content knowledge has a high impact on appropriate pedagogical practice (McCray & Chen, 2012), the
results also underline the importance of motivational aspects for preschool teacher education programs.
Preschool teachers’ ability to “see” mathematics in children’s play predicts learning
Jennifer McCray, Erikson Institute, USA
Abstract:
Theoretical Background: The mathematics achievement scores of children upon kindergarten entry have
been shown to predict not only later mathematics achievement, but also later reading achievement
(Duncan, et al., 2007), suggesting the importance of early mathematics for later school success. It is also
true that mathematics teaching at the early childhood level in the United States is extremely variable in
quality and generally in need of improvement (e.g., Clements, 2004; Copley, 2004; Copple, 2004). What is
less clear is what high quality teaching of mathematics at the preschool level ought to be.
By combining ideas about how to assess pedagogical content knowledge in elementary school (e.g., Ball,
1988; Hill, Rowan, & Ball, 2005) with recent work in early childhood mathematics (Copley, 2010; Ginsburg,
Lee, and Boyd, 2008), the author created a quantitative measure of teachers’ ability to observe children’s
play and find opportunities to talk about mathematics with them—the Preschool Mathematics Pedagogical
Content Knowledge Teacher Interview (PM-PCK).
Research Questions: This study asks whether teachers who score higher on this measure produce
greater math learning outcomes among the children in their classrooms over the course of a single school
year.
Methods: To assess changes in children’s mathematical achievement, the Test of Early Mathematics
Ability, 3rd edition, (TEMA-3; Ginsburg & Baroody, 2003) was administered to children in the interviewed
teachers’ classrooms once in the fall and once in the spring. TEMA-3 is a standardized, norm-referenced
instrument designed to assess math achievements among 3-9 year-old children.
Twenty-two teachers participated in this study. Ninety-one children, or an average of 4.1 per classroom,
had mathematics assessment scores at two time points and are included in this study. These children
averaged 4 years and 4 months of age at first testing. A 3-level HLM (children at Level 1, teachers at Level 2,
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and program sites at Level 3) was used to examine the relationship between PM-PCK scores and changes in
child scores from T1 to T2 (see Table 1).
Results: When interview scores are entered as a predictor, they significantly and positively predict
gains in child outcomes; that is, the higher the teacher’s PM-PCK score, the greater the gains children in her
classroom made from T1 to T2 (p < .022). Specifically, 1 point on the PCK Interview predicts 2.3 points of
gain on the TEMA-3.
Interpretation of findings: These findings support the idea that there is an important connection
between how mathematically early childhood teachers see children’s play, and the effects of their teaching
on children’s learning. They do not prove the existence of a causal relationship because they are
correlational, but they suggest that helping our teachers see how mathematics can occur during play might
improve children’s mathematical understandings before they enter school.
Parental views on academically oriented preschool programmes – Results from the model program
KIDZ
Anneke Hoekstra, Freie Universität Berlin, Germany
Yvonne Anders, Freie Universität Berlin, Department of Education, Germany
Hans-Günther Rossbach, Leibniz-Institut für Bildungsverläufe e.V., Germany
Abstract:
Theoretical Background: German preschool system differs from preschool systems in many European
countries. Preschools belong – even if they are considered the elementary level of the general education
system – to the youth and welfare sector. Thus, the traditional elements of charity and welfare care still
dominate. German preschool teachers often prioritize the stimulation of social skills rather than academic
skills (Tietze et al.,1998). However, between 2003 and 2007 official curricular guidelines were introduced
in all 16 federal states of Germany. In particular, the promotion of cognitive and (pre)academic skills of
children in preschools was emphasized. But, quite often concerns are raised by preschool teachers as well
as parents if effective preschool stimulation of cognitive domains will have harmful effects on the socioemotional domain (Anders, 2013). The quality of the home learning environment has a strong effect on
children’s development; parental educational orientations are considered one important domain as they
guide their educational practices and activities (Kluczniok et al., 2013). Thus it may be assumed that it is of
high relevance that parents support the pedagogical concept of their children’s preschool centres. So far,
little research evidence exists regarding parents views on preschool programs.
The model program KIDZ (“Kindergarten of the Future”) was conducted from 2004 to 2009 in three
different preschool centres in Bavaria. The program combined traditional preschool practices with domain
specific stimulation. This academic stimulation of skills in literacy, mathematics and science was integrated
in the daily routines of preschool life. From the beginning of KiDZ an empirical evaluation in a longitudinal
control group design was carried out.
Research Questions: The study aims at describing parental views on tasks of preschool programs
and focuses on which areas of children’s development should be promoted in preschool.
The influences of the socioeconomic background and other family variables are investigated.
Furthermore it is examined how parental beliefs are related to the acceptance of the model program.
Methods: Data from the scientific evaluation study of the model program is being used. The
research questions are answered making use of descriptive and regression-type analyses.
Results: The findings show that most parents agree with the concept of preschool as an educational
institution. Parents who accepted the model program also agreed more on the concept of preschool as an
institution that promotes academic skills (r=.56**). Stimulating self-regulation as a preschool- task was
found significantly more important by parents with a son compared to parents with a daughter (r=.17*).
Surprisingly, the promotion of emerging academic skills has high support of parents in the control group as
well as in the model group. None of the scales show an association with family background variables.
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Interpretation of findings: Parents’ acceptance may influence the implementation and the
effectiveness of a model program. This paper discusses the role parents attitudes towards tasks of early
childcare programs have when it comes to accepting a model program.
Paper session 16
Three and four-year-old children’s socioemotional competencies in the kindergarten, physical
education, and home settings
Katri Takala, Kajaani University of Applied Sciences, Finland
Marja Kokkonen, University of Jyväskylä, Finland
Arto Gråsten, University of Jyväskylä, Finland
Jarmo Liukkonen, University of Jyväskylä, Finland
Abstract:
Early childhood education has been shown to be valuable for promoting positive development in
socioemotional skills (Peisner-Feinberg, Burchinal, Clifford, Culkin, Howes, Lynn Kagan, & Yazejien, 2001;
Thorpe, Staton, Morgan, Danby, & Tayler, 2012). Also parents can actively promote children’s social and
emotional skills at home and have regular contact with kindergarten, as a result of which children
demonstrate positive engagement with their peers, adults and learning (McWayne, 2004). In this study the
investigated socioemotional competencies were: self- and social awareness, self-management and
relationship skills. The aims of the study were to validate the socioemotional skills observation scale, to
compare 3-4 year-old children’s socioemotional competencies in relation to gender, general kindergarten
settings and PE sessions, and general kindergarten settings and at home. The participants were 59 children
(23 girls, 36 boys) from six communal kindergartens in Finland, their parents, and early educators. The
data were analyzed using the confirmatory factor analysis and t-tests. The results showed that the
construct of the socioemotional skills model was maintained as a three- factor model comprising self- and
social awareness, self-management, and relationship competencies. No differences in teacher-rated
socioemotional competencies between general kindergarten settings and PE session appeared. Girls scored
higher in self- and social awareness. There were no gender differences in self-management and
relationship skills in kindergarten settings, PE session and home environment. Parent-rated self- and social
awareness was significantly higher than teacher-rated in general kindergarten settings, whereas teacherrated self-management and relationship skills in general kindergarten settings were higher than parentrated. This study gained the understanding of small children’s socioemotional competences in several
settings: general kindergarten settings, PE session, and home. These results may benefit the basic and
continuing training of both early educators and physical education teachers.
Keywords: Socioemotional competencies; Physical education session; Kindergarten
Children’s rule-breaking behaviors in Taiwan and Finland preschools
HuiChun Lee, Tzu-chi University, Taiwan
Li-Chen Wang, Chang Gung University of Science and Technology, Taiwan
Chao-Jung Lin, Ching Kuo Institute, Taiwan
Abstract:
Children’s rule-breaking behavior (RBB) in the early years classroom can be perceived as challenging or
ignoring rules which trouble educators. From a bidirectional perspective RBBs can be caused by classroom
context which educators created. RBB has rarely been studied using a systematic sampling in a natural
setting. Research questions are When and why do children break rules? Is RBB related to the classroom
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situation or individual needs? The researchers adapted a large scale systematic observation on 56
preschools in Finland and Taiwan for a seven-month period. Children’s skills and personal qualities were
evaluated by the staff. The sample was 1,033 children under the age of seven in Finland 684 and 359 in
Taiwan. The children were observed in 4 minute intervals in the natural setting four hours each day. The
total amount of observed RBB was 561, which is only 1.7% of the total observations (29856). In Finland
there were 398 (2.0%) and in Taiwan (1.2%) observations of RBB. The findings were quite consistent in
both countries: 4-5 year old children presented less RBB behavior than other children. Basic care situations
were observed to be dense with RBB. Boys showed RBBs almost three times as much as girls. RBBs
increased hand in hand with the children’s physical activity. RBB was often observed to be an activity with
frequent interruptions and engagement; RBBs almost never happened when a child was engaged in an
intense activity with concentration, creativity, mental engagement and persistence. However, when Finnish
educators were observed to interact with one child the children were observed to break rules twice as
often. In Taiwan, when educators were observed to be in undefined situation the children were observed to
have one and a half time as much RBB in comparison with educators’ other activities. The personal
qualities of the RB children seem to be different in Finland and Taiwan. In Finland, boys broke the rules
most and those boys often need support for their fine motor skills, social skills and adaptability. Rule
breaking behaviors of Finnish children were more frequent, especially with boys who had trouble getting
hold of themselves. In Taiwan, RB boys tended to be related with participation and creativity. The RBB was
often related with low involvement and high physical activity. It usually only occurred with participating
and confident boys in rather unfocused situations. Findings suggest that when children are highly involved
in their activities, rule breaking is rare. There are two possible explanations. Firstly, when children have
something meaningful to do, children do not break rules. Secondly, educators’ positive feedback on
children’s interests produces a learning environment with less need for RBB.
Keywords: Rule-breaking behavior; Preschool setting; Systematic observation
The importance of classroom management for play and learning-centered environments in
kindergarten and elementary school
Evelyne Wannack, PHBern – University of Teacher Education, Switzerland
Abstract:
Since the late 1990s kindergarten and the first two grades of elementary school have been undergoing a
reform in which they are defined as being the entry stage to compulsory education in Switzerland. It is
mainly a structural reform and little is known about actual practices in kindergarten and the first two
grades of elementary school. This requires research and the aim of this study is to explore the importance
of classroom management in these settings and to consider the interrelationship of classroom management
and instructional design.
Our theoretical framework is based on the concept of classroom management as conceived by
Evertson, Emmer & Worsham (2003). Our understanding of classroom management is broad and we follow
the definition of Evertson & Weinstein (2006) who define classroom management “as the actions teachers
take to create an environment that supports and facilitates both academic and social-emotional learning.”
Based on these theoretical considerations we developed a qualitative design that included focused
interviews and videotaped classroom observations with six kindergarten and six elementary school
teachers. They were selected based on the following criteria: different years of professional experience,
single and multiage classes, as well as a minimal workload of 50% in their class. For the videotaped
classroom observations we asked the teachers to engage their students in open learning and teacherdirected sequences for the space of approximately one and a half hours. To help us conduct the focused
interview we set up an interview manual that listed main questions for all teachers and a variety of
additional questions designed to ensure deeper insight in cases where the teachers' answers were too
superficial.
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Based on data analysis results of the interviews and video observations we were able to develop a
classroom management model, consisting of four elements: rules, procedures, rituals and room
arrangements. We also elaborated five functions which these elements must fulfill: timing, structuring,
interaction, organization and overview.
Further analysis of our data showed that teachers pursue different classroom management styles,
depending on their pedagogical concept. We were able to define three of these styles:
• The rule-oriented style focuses on the class as a whole. Teachers monitor their class closely.
• The procedure-oriented style means that a lot of time and work is invested in a well created play and
learning environment.
• Teachers using the multidimensional style define different play and learning settings such as group work
or free play, including rules and procedures.
The extraction of these three styles helps to describe a teacher's individual main focus. However, it
also shows the fluidity of using different elements in order to fulfill the functions of classroom
management. We will utilize this model as a starting point to develop a shared understanding of
pedagogical practices in the entry stage, combining kindergarten and the first two grades of elementary
school. It thus provides an analytical tool in basic education and advanced teacher training.
Keywords: Classroom Management; Play and Learning-Centered Environments; Teaching Style
Teacher affection facilitates adjustment during the transition to primary school for children with
poor relations with mothers and peers
Brett Laursen, Florida Atlantic University, USA
Abstract:
Theoretical background and research questions: The transition from kindergarten into primary school is
both challenging and stressful for the child, who has to cope with many new demands and challenges, such
as building academic skills, learning to follow classroom rules, and forming relationships with a teacher
and peers (Niesel & Griebel, 2007). Although most children cope well with these new demands, successful
adaptation is not easy assured. Positive relationships with teachers, characterized by high degrees of
warmth and support, facilitate a successful transition into school (Pianta & Hamre, 2009; Rimm-Kaufman &
Pianta, 2000). This longitudinal study tested the proposition that teacher affection is a critical factor in the
adjustment of children with relationship difficulties during the transition to primary school.
Methods and results: Teachers rated the disruptive and prosocial behaviors of 378 Finnish children
in kindergarten (Median = 6 years old) and again in grade 2 (Median = 8 years old). Relationship measures
gathered in grade 1 included teacher reports of affection for the child, mother reports of support for the
child, and classmate reports of peer acceptance. Path models showed that teacher affection, maternal
support, and peer acceptance in grade 1 predicted lower disruptive behavior in grade 2. Teacher affection
also predicted higher prosocial behavior in grade 2. Finally, high teacher affection buffered against
adjustment problems for children with low maternal support and for low-accepted girls.
Interpretation of findings: The results supported the tested proposition that teacher affection is a
critical factor for adjustment during the transition to primary school for children who have poor
relationships with their parents and peers. The results lend support for the deficit model of relationships
(Laursen & Mooney, 2008), suggesting that teacher affection has a special role for adjustment at the
beginning of formal schooling for children who receive low support from their mothers and for girls who
are not accepted by peers. Although teachers have to work hard to build a positive relationship with
children who have difficulties in interpersonal relationships, such effort is worthwhile as it can significantly
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promote at-risk children’s future adjustment. To help children to develop positive social competence,
teacher education programs should place greater emphasis on ways in which teachers can provide
emotional support for their students and establish positive teacher–child relationships.
Keywords: Adjustment; Teacher affection; Relationship difficulties
Paper session 17
Assessing the quality of teacher-student interactions in German preschool settings – theoretical and
empirical findings
Susanna Roux, University of Education Weingarten, Germany
Andrea Stuck, University of Koblenz-Landau, Germany
Gisela Kammermeyer, University of Koblenz-Landau, Germany
Abstract:
Recent American studies verify how important an effective teacher-child-interaction is for the children’s
outcome (see summary at Downer et al., 2012). These show that especially the “warm, sensitive, wellorganized, and cognitively stimulating interactions with adults” have a positive influence on the “children’s
development of social, language, literacy, and cognitive skills” (Downer et al., 2012, p. 21). In the European
context there has been no adequate observational tool, which can measure the quality of interactions
reliably between teachers and children in assisting-situations.
With the American “Classroom Assessment Scoring System” (CLASS) by Pianta, La Paro, and Hamre
(2008), there exist a valid and reliable observational tool, which focuses on the evaluation of the quality of
the teacher-child-interaction in (pre-)school learning situations. The distinct domains of the CLASS are
"Emotional Support", "Classroom Organization" and "Instructional Support". Besides American validation
studies to CLASS (e.g. Hamre, Pianta, Mashburn & Downer, 2007) there is also a Finnish validation study
available (Pakarinen, Lerkanen, Pikkeus, Kiuru, Siekkinen, Raksu-Puttonen & Nurmi, 2010), which confirms
a high quality and reliability of the CLASS in the assessment of classroom quality in a cultural and
educational setting outside the USA. It would be interesting to analyze if the use can also be confirmed in a
German context and to show to which results the use of CLASS educational settings serves. As part of a
German study that evaluates language support in day care (Kammermeyer, Roux & Stuck, 2011), the CLASS
was used to assess the quality of the interaction between language support teachers and children.
The analyses demonstrate that the three-factor structure of the CLASS with its domains “Emotional
Support”, “Classroom Organization”, and “Instructional Support” could be modeled in a German preschool
setting and that reliable assessments of the quality of classroom interactional processes could be achieved.
The examination of the quality of classroom interactional processes in these language support groups
showed that “Emotional Support” and “Classroom Organization” were excellent, but the quality of
“Instructional Support” was very low. Above all, the results indicate that the observed supplementary
language support is characterized by a high degree of flexibility, particularly for the dimension
“Instructional Support”. This agrees with the results of Praetorius (2012; cf. Praetorius, Lenske & Helmke,
2012) concerning the temporal stability of characteristics of teaching quality. They show that interactions
varies considerably between individual lessons and that the temporal stability of cognitive stimulation in
particular was very low and strongly affected by situational characteristics (e.g., social classroom
arrangements).
Keywords: Classroom Assessment Scoring System (CLASS); Validation; Language-support-groups
Effects of early childhood education quality on child language and literacy outcomes
Lotte Henrichs, Utrecht University, The Netherlands
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Abstract:
The current study examines the relationship between pre-primary education classroom quality (including
the quality of teacher language input), and child language and literacy outcomes in samples of bilingual
children in the Netherlands. The research concerns a longitudinal cohort study. A professional
development element is integrated within the study as teachers are provided with individual feedback
related to their educational practices. The following research questions will be addressed:
1. What is the current emotional and educational quality of a set of representative pre-primary education
classrooms?
2. Did targeted feedback to the teachers with regard to their language and literacy practices result in
increased proportions of such activities?
3. What is the relationship between classroom proccess quality (measured using CLASS) and language and
literacy outcome measures, particularly for immigrant children?
Method: 180 children participate in this longitudinal study. The current paper concerns the first
three data collection waves. The participating children attended 19 preschool classrooms and 17
kindergarten classrooms at the start of the study. The children in the preschool cohort were tested at age
2;8 and 3;8 on vocabulary and measures of emergent literacy (PIPS;Tymms, 2001). The children in the
kindergarten cohort were tested on these same measures at age 4;0 and 5;0. Process quality in the
classrooms was assessed using CLASS (Pianta, La Paro, & Hamre, 2008), which contains a language input
dimension. The quantity of teacher-led academic content activities was assessed using a cyclic interval
coding method (Early et al. 2010).
Results: Process quality of the classrooms in the study was characterised as medium-high in the
emotional domain, and low-medium in the educational domain. The extent to which children participated
in language and literacy activities varied considerably within and between classrooms, proportions ranging
between 0% to 48% of the time observed. This finding was similar in waves 1, 2 and 3. Preliminary results
show that when children participated in literacy activities of above average quality, this was positively
related to child language and literacy outcomes.
Keywords: Early Childhood Education Quality; Early Language and Literacy development; CLASS
Kindergarten classroom quality and child competence profiles in a large-scale preschool
intervention
Mayra Mascareño, University of Groningen, The Netherlands
Roel J. Bosker, University of Groningen, The Netherlands
Marjolein Deunk, University of Groningen, The Netherlands
Catherine E. Snow, Harvard Graduate School of Education, USA
Abstract:
Introduction: Several dimensions of child competence are relevant in the child’s transition from
kindergarten to first grade of primary school. Precursors of academic skills, cognitive and socioemotional
competences in the early years, reveal strong links to later school adjustment and academic achievement
(e.g., Duncan et al., 2008; Romano, Babchishin, Pagani, & Kohen, 2010). Studying the predictive power of
these dimensions in isolation, however, overlooks co-occurrence of developmental dimensions within the
child. Taking a person oriented approach better acknowledges these linkages within the child (Bergman &
Trost, 2006)
Research questions: What typologies of child competence are revealed by a simultaneous analysis
of child language, literacy, attention, and socioemotional skills measured at the end of kindergarten?; Is
there an association between the quality of teacher-child interactions in kindergarten and the child’s
classification into profiles of competence?; and, do these profiles of kindergarten competence predict child
cognitive-academic and socioemotional competence at the end of grade 1?
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Method and results: We used data of 560 Chilean kindergarten children from low socioeconomic
backgrounds, who pertained to twenty-four classrooms that participated in a randomized early childhood
education intervention, Un Buen Comienzo (UBC). Using latent class analysis, we identified five profiles
that represented diverse combinations of child academic, cognitive, and socioemotional competence. We
investigated whether teacher-child interaction quality—as measured by CLASS (La Paro, Pianta &
Stuhlman, 2006)—and participation in the intervention were associated with the profile classification. No
main effects of interaction quality dimensions—emotional support, classroom organization, instructional
support—were found, but two interaction effects: Children with low initial well-being in more emotionally
supportive classrooms were more likely to be in less competent profiles; children with initial externalizing
behavior in classrooms with slightly higher instructional support were more likely to exhibit more
competent profiles. The effect of initial cognitive-academic skills on the profile classification was
independent of classroom interaction quality. Moreover, children in the UBC intervention condition had
significantly higher probabilities of exhibiting more competent profiles than children in the comparison
condition. For a subsample of 284 children, a follow-up measure of cognitive-academic and socioemotional
variables was conducted at the end of first grade. Overall children with profiles that concentrated more
advantages in kindergarten performed better in both domains at the end of grade 1. The relation between
kindergarten profiles and grade 1 outcomes was moderated by kindergarten classroom characteristics.
Having attended intervention classrooms favored cognitive-academic performance of children with mild
externalization, but children with overall disadvantages in kindergarten did not perform better. Children
with regulatory disadvantages in kindergarten showed lower socioemotional skills in grade 1 when they
came from a more emotionally supportive kindergarten classroom.
Conclusions: Altogether, the findings reveal that the linkages between teacher-child interaction and
child competence are neither homogeneous nor univariate. This suggests that while general prescriptions
of what a good classroom environment entails are helpful for assuring minimum levels of quality in early
childhood education classrooms, they are not recipes for success for all children.
Keywords: Kindergarten; Person-oriented; Classroom interaction
Teacher-child relationships' quality and social participation in the preschool setting
Inês Peceguina, ISCTE-IUL CIS, Portugal
Cecília Aguiar, ISCTE-IUL CIS, Portugal
João Rodrigo Daniel, ISPA-IU UIPCDE, Portugal
Joana Cadima, FPCE-UP CPUP, Portugal
Nadine Correia, ISPA-IU UIPCDE, Portugal
Margarida Fialho, ISPA-IU UIPCDE, Portugal
Abstract:
Even though a large and growing number of preschool children attend nonfamilial childcare, little research
has been conducted on the subject of process quality, namely, teacher-child interactions and their impact
on peer relations, for this specific age group. Previous research indicates that a secure relationship
between child and teacher is associated with peer social competence and with social-psychological
adjustment in general (Birch & Ladd, 1998; Buyse, Verschueren, Doumen, Damme, & Maes, 2008; Howes,
Phillips, & Whitebook, 1992; Pianta & Nimetz, 1991; Pianta & Steinberg, 1992). This study aims to expand
these findings, by examining simultaneously the relations between two dimensions of process quality:
classroom quality and teacher-child dyadic relationships’ quality, and their associations with social
participation (i.e., peer acceptance and friendship). Two domains of the Classroom Assessment Scoring
System (CLASS – Pre-K) were used to assess classroom quality – Emotional Support and Classroom
Organization. The Student-Teacher Relationship Scale – Short-form (STRS) was used to evaluate teacherchild relationships’ quality, namely, closeness and conflict. Sociometric data (nominations and peer ratings)
were used to derive both peer acceptance and friendship. The Social Skills Rating System (SSRS – teacher
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version for preschool aged children) was used to assess children’s social skills and behavioral problems.
This variable, as well as Dosage (measured as the amount of current participation, specifically, the days of
attendance in the present school year), were used as moderators between the (a) classroom and teacherchild relationships’ quality and (b) social participation. A total of 172 preschool-aged children (4/5 years
old), were recruited from a sample of 43 classrooms (4 children with typical development, per classroom;
43 teachers) from public and private preschools. Because two levels of variables are included in this study
(child variables at level 1, and classroom variables at level 2), data will be analyzed by means of
hierarchical linear modelling techniques. We hypothesize that better classroom and teacher-child
relationships’ quality will be associated with better outcomes regarding social participation. Children’s
social skills and behaviour problems (moderator variables) are expected to strengthen this association
when higher scores for social skills and lower scores for the behaviour problems are found (and vice-versa,
i.e., a week association when lower scores for social skills and higher scores for behaviour problems are
found). On the subject of dosage (moderator variable), past research has indicated inconsistent results for
social outcomes. Nonetheless, several studies suggest that greater overall participation in early care and
education (irrespective of type and quality) is associated with less positive social outcomes. We expect a
stronger association between (a) classroom and teacher-child relationships’ quality and (b) positive social
participation, as the levels of dosage increase. For all models, the effects of sex, group-size, and mothers’
education level will be controlled. In this paper, study findings will be presented and discussed.
Keywords: Teacher-Child relations; Peer relations; Preschool
Paper session 18
Working on phonological awareness skills: Young and fast!
Günizi Kartal, Bogazici University, Turkey
Nalan Babür, Bogazici University, Turkey
Gülcan Ercetin, Bogazici University, Turkey
Abstract:
The main goal of this paper is to discuss the results of two studies conducted with kindergarteners and first
graders to develop their phonological awareness (PA) skills in Turkish, which has been shown to have a
crucial role in learning to read in many languages.
The first study involved 113 children, 60 first graders and 53 kindergartners. There were two
experimental groups, who received a brief training either on the computer or face-to-face, and a control
group. Pre-, post-, and follow up tests were administered to assess PA skills using 10 sub-tests, before and
after the training. Seven of the sub-tests were used in all of the three instances of testing. These data were
analyzed through a 3 (time) x 7 (PA skills) x 3 (group) mixed ANOVA with time and PA skills as repeated
factors and group as a between participants factor. The three PA skills, for which only pre-test and followup scores were available, were examined through a 2 x 3 x 3 mixed ANOVA. Separate analyses were
conducted for Grade 1 and Kindergarten.
The ANOVA results indicated that all three groups significantly improved from pre-test to the postand the follow-up tests, as expected. In both kindergarten and Grade 1, the effect of training was observed
only in terms of overall PA performance. In Grade 1, the children exposed to training, regardless of its type,
obtained significantly higher post-test means than those in the control group. In kindergarten, on the other
hand, the software training group made more immediate progress than the other two. The pre-test group
means did not differ, indicating that the groups could be considered equal before the training. However, the
immediate gains observed were not maintained at follow-up in neither Grade 1 nor kindergarten.
The second study involved 2 groups of 10 kindergarteners, where one of the groups used the PA
software, while the other served as a control group. The children were younger by 6-12 months than the
other kindergarteners. Therefore tests were adapted by reframing each within a game-like scenario, or
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incorporating pictures to ease task comprehension. All children were tested for PA skills and letter
knowledge, and an equal number of participants were randomly assigned to the software group or the
control group. An independent samples t-test revealed that the groups differed at post-test significantly in
letter knowledge, and phoneme segmentation, which is one of the hardest PA skills in Turkish. As for the
differences within the software group itself, the children most significantly improved in the six sub-skills
targeted by the software, while the control group's scores improved only in two.
These studies have shown that specific PA skills in Turkish can be improved significantly, even with
a short training program delivered either on the computer or face-to-face. More surprisingly, training at the
computer may work well for younger children. However, longer and multiple training opportunities seem
to be needed for more lasting effects. The findings have important instructional implications, especially
considering the current educational policies in Turkey.
Keywords: Phonological awareness; Computer software; Turkish
Graphogame-Kiswahili as an effective tool for improving children’s basic reading skills in Tanzania
Damaris Ngorosho, Sebastian Kolowa Memorial University (SEKOMU), Tanzania
Abstract:
Theoretical background: Reading studies have demonstrated that learning to read is easier in languages
with consistent orthography (Finnish and most African languages of Bantu origin like Kiswahili) than in
opaque languages like English. This emphasizes the importance of using methods and strategies of teaching
reading according to the writing system of the language. We present evidence showing that phonic
approach to reading that was practiced through Graphogame-Kiswahili is an effective teaching method for
learning to read Kiswahili. An experimental study following a pre-test (baseline assessment phase) intervention (training) - post testing procedure was conducted to first grade children from two primary
schools in Bagamoyo district.
Research questions:
1. Is Graphogame-Kiswahili an efficient learning tool to support learning to read in Kiswahili?
2. Does the training and learning of sounds of Kiswahili language by first grade teachers via
Graphogame-Kiswahili have an effect on children’s ability to read?
Methods: In this study, children’s baseline reading and writing skills were established through
letter sound knowledge, syllable reading, word reading, and spelling tests. Between 10 and 20 percentages
of children who were identified as low achievers were divided into two groups and participated in the
intervention in a ‘switching format’. While one group played Graphogame-Kiswahili for at least 3 weeks, a
comparable group of children with similar initial skills worked as controls learning Kiswahili content under
the supervision of Kiswahili subject teacher.
Results: The results indicate that, using Graphogame Kiswahili for teaching reading proved to be
effective. The 2 hours of training within 10 or more sessions were enough to improve children’s reading
skills as they continued to play the game. Performance for word reading for 4 intervention rounds was:
intervention 1(M=9.20, SD=8.1), intervention 2 (M=12.16, SD=8.3), intervention 3 (M=14.26, SD=7.1) and
intervention 4(M=16.24, SD= 6.4). Similarly, children’s letter-sound knowledge improved significantly at
intervention 3 (M=5.58, SD=2.1) compared to performance at intervention 2 (M=4.88, SD=2.1) and at
intervention 1 (M=3.0, SD=2.2).
Interpretation of findings: Effective training tools like Graphogame Kiswahili are suggested, aiming
at promoting basic reading skills by teaching children to form letter-sound associations instead of simply
memorizing letter symbols and names.
Keywords: Graphogame Kiswahili; Phonic approach; Consistent and inconsistent orthography
Finnish language minority children and children at risk of dyslexia: Comparison of reading and
spelling learning during the first and the second grade
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Riitta Sikiö, University of Eastern Finland, Finland
This presentation is cancelled from this session: included in the Symposium 5!
Abstract:
This study compared the trajectories of writing and reading between language minority children (LM,
n=49) and two groups age matched native Finnish-speaking children: those at risk of dyslexia (RG, n=266)
and those without reading difficulties (CG, n= 1737) in Finland.
The purpose of this study was to find out are there differences between the three groups (LM, RG,
CG) in basic skills other than reading and writing, namely arithmetic and listening comprehension skills.
Also there were studied the reading and writing skills and development of LM and reading risk groups
differ from those of the CG group. In addition to there were studied the effect of gender, age, language and
parental education on children’s reading and writing skills.
The test measures were arithmetic test and listening comprehension test in 1st grade and
pseudoword test, word- chain test and reading comprehension test in 1st and 2nd grade. Four covariates
were used in this analysis: Children´s age, gender, language and parent´s education. One-way ANOVA was
used for the statistical analysis.
The results showed that the reading and writing level and development of LM children and CG did
not differ statistically, but RG children´s performance was lower both in reading and writing tests.
Children´s age, language or parent´s education had no effect on the results of the reading and writing tests.
Children´s gender did have a minor effect. In pseudoword spelling skills CG, LM and RG girls were better
than boys. This findings highlight the influence of orthographic concistency and early language skills
literacy acquisition. The results suggest that LM background itself is not a risk factor for children´s reading
and writing in orthographically consistent language.
Keywords: Developmental trajectories; Dyslexia; Language minority
Development of reading and arithmetic fluency and their relationship among Finnish second
graders
Juho Polet, Niilo Mäki Institute, Finland
were fluent readers and average counters and some of the children were fluent counters and average
readers.
The developmental trajectories of reading and arithmetic fluency were similar among boys and
girls. Parameter estimates of the repeated measures ANOVA revealed that the level of reading fluency was
on average better among girls when the reading material consisted of natural language. The reading
fluency of pseudowords as well as the arithmetic fluency was similar among boys and girls.
The results of the study support the view that, among the Finnish second graders, the Matthew
effect takes place in arithmetic fluency but not in reading fluency. The differences in the development of
reading and arithmetic fluency among dysfluent children might reflect the differences in the cognitive
demands that the fluencies in these separate abilities require. Another possible explanation for the
different developmental trajectories of dysfluent readers and counters could be that arithmetic problems
are less often recognized and rehabilitated compared to reading problems, making arithmetically dysfluent
pupils not to develop their skills. Likewise, the rehabilitation and special education of arithmetics lack the
body of research and practical interventions that have already been developed for reading. The gender
difference in reading fluency raises concern, as the results of the latest PISA-study disclose a similar trend
among older children. Therefore, efficient intervention practices should be developed in order to tackle this
difference already in the beginning of formal education.
Keywords: Reading fluency; Arithmetic fluency; Gender difference
13:00–14:30
Workshop 5
GraphoGame reading interventions
Ulla Richardson, University of Jyväskylä, Finland
Abstract:
The phenomenon that a good starting level of an ability enhances the development of this ability is
commonly known as the Matthew effect. On the other hand, previous research on learning development
has also shown a compensatory effect, indicating that a low starting level of an ability gets compensated
during the development, finally becoming more similar to the ability of individuals with a higher starting
level. This study investigated whether the Matthew effect or the compensatory effect occurs in the
development of reading and arithmetic fluency among Finnish second graders, and furthermore, the
relationship between both abilities. Differences between genders in the development and in the level of
fluency were additionally addressed.
Reading and arithmetic fluency of 287 second graders was measured three times during the
semester. Reading fluency was addressed by time-restricted reading tasks, while arithmetic fluency was
estimated with time-restricted addition and subtraction tasks.
Repeated measures ANOVA revealed that the development of reading fluency improved among fluent and
dysfluent readers equally well during the semester. Arithmetic fluency, however, improved among the
arithmetically fluent pupils during the semester, but not among the arithmetically dysfluent pupils.
Cluster analysis showed that the covariance of the ability levels between reading and arithmetic
fluency was mainly characterized by the general ability level in the both fields – fluent counters tended to
be fluent readers and dyfluent counters tended to be dysfluent readers. However, some of the children
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Abstract:
The GraphoGame method is used for training and assessing basic reading skills by employing a specifically
designed technology-enhanced learning environment (www.graphogame.com). The GraphoGame
workshop provides the theoretical and methodological background for the aforementioned method. In
addition, the workshop will include presentations of several GraphoGame intervention studies around the
world as well as an opportunity to discuss the method with the researchers who have used and developed
it. The workshop is intended for researchers interested in developing a new language version of
GraphoGame and/or for those who are using/will be using GraphogGame in their research as well as
anyone who is interested in gaining information on the GraphoGame method.
Symposium 12
Perspectives from longitudinal studies on development and disabilities in mathematics learning
Organizer:
Chair:
Discussant:
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Learning mathematics is one of the key basic skills demonstrated to be vital in the modern information
society. Learning mathematics requires a long time from the early steps in discovering the rules of the
number system to complex symbolic manipulations required in arithmetic, and problem solving. Therefore
a longitudinal approach is an excellent way to enlighten the factors related to successful learning as well as
to failures in learning, learning disabilities.
Perspectives from longitudinal studies on development and disabilities in mathematics learning
In this symposium we will present a state-or-art review of the current knowledge on mathematical learning
and its disabilities from previous longitudinal studies as well as present three new longitudinal studies. The
first describes the development of mathematical learning disabilities and cognitive factors (including
spatial visualization) related to it. The second paper shows that the early development in one of these
cognitive factors (spatial) is a strong predictor of later skills in mathematics. The third papers adds
additional factors to this mathematical skills and cognition relationship, namely executive factors and taskavoidant behavior.
Keywords: Mathematical learning; Cognitive skills; Longitudinal approach
Developmental pathways to low achievement in mathematics: a review and data
Abstract:
Longitudinal studies have demonstrated that it is important to attend to the stability of mathematical
performance over time as a facet of learning disabilities in mathematics (MLD). The manifestation of MLD
changes with development, and individual differences in cognitive profiles and learning trajectories
observed in children with MLD implicate differences between subgroups of MLD, low achievement (LA)
and typically performing (TA) children. Intra-individual differences over time, and external factors related
to children's learning environments, also contribute to performance trajectories; moreover, these factors
may explain the inconsistent performance profiles observed among many students whose difficulty with
mathematics emerges later or diminishes over time.
We will review the key findings from longitudinal studies on MLD during the last 20 year (Mazzocco
& Räsänen, 2013). In addition we will present further evidence from the longitudinal Early Steps study
(Zhang, Koponen, Räsänen et al. 2013; Zhang, Räsänen, Koponen, et al. in prep.) to demonstrate that MLD
and LA represent qualitatively distinct categories with differing severity in mathematical difficulty.
A latent class growth analysis was used to find subgroups of children (n= 1471) based on their
performance level in arithmetic at grade 4 as well as on their developmental path from the 1st to 4th grade.
Using a model with five distinct subgroups we proceeded to examine the extent to which in linguistic
(phonological awareness, vocabulary, letter knowledge, and serial naming), spatial (spatial visualization),
and numerical (counting sequence knowledge) skills measured before formal education would predict the
membership in the groups.
The results show that there are early signs in linguistic and spatial cognitive skills as well as in
domain-specific numerical skills which may help us to identify both MLD and LA children before formal
education. Children with MLD, compared to those with LA, need more intense services to effectively
remediate their more severe learning difficulties, although both groups are struggling in mathematics and
need remediation. An important question for future research is whether early interventions on these skills
found to be powerful predictors of MLD would also prevent difficulties in learning at school age.
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Does growth rate in spatial ability matter in predicting early mathematics competence? A
longitudinal study of chinese preschoolers
Dan Lin, The Hong Kong Institute of Education, China
Abstract:
Theoretical Background: It has recently been advocated that spatial learning be integrated into the
mathematics curriculum (National Council of Teachers of Mathematics, 2010; Newcombe, 2013). The
assumption underlying this recommendation is that spatial ability will aid the learning of mathematics,
such that improvements in the former will strengthen competence in the latter. Accordingly, not only
overall achievement, but rate of growth, in spatial ability should affect subsequent mathematical
competence. However, despite a growing body of research into the importance of overall level (Geary,
2011; Gunderson, Ramirez, Beilock, & Levine, 2012; Zhang, Koponen, Räsänen, Aunola, Lerkkanen, &
Nurmi, in press), little work has been done to explore whether differences in the rate of growth in spatial
ability are predictive of subsequent mathematical competence.
Research Questions: Does the rate of growth in spatial ability during the preschool years matter in
predicting mathematics competence at the end of preschool?
Methods: One hundred and six Chinese children were tested longitudinally a total of five times
across their first to third years of preschool. Spatial and language abilities were measured at each of the
first four time points, whereas mathematical competence was measured at the final time point. Latent
growth curve modeling was used to estimate the initial level and rate of growth in spatial ability and
examine whether these parameters predicted mathematics competence at the end of preschool after
controlling for the initial level and rate of growth in language ability.
Results: The results showed that the rate of growth in spatial ability during the preschool years had
a substantial impact on mathematics competence at the end of preschool. This effect was over and above
the overall level of spatial ability and independent of the level and rate of growth in language ability.
Interpretation of Findings: The results are consistent with Vygotsky’s (1934/1962) proposal 80
years ago that learning potential, or the gap between current and potential capability after learning (i.e.,
growth), is a better predictor of academic success than static current capability. It is thus essential to
incorporate the concept of the rate of growth in spatial ability into the definition of intelligence or cognitive
functioning (Sternberg & Grigorenko, 2002). The findings also underscore the importance of developing
children’s spatial ability for mathematics learning, and highlight the need to provide spatial learning
opportunities for children whose rate of growth in this skill is slower than that of their peers.
The role of cognitive abilities and task-avoidant behavior in calculation and problem solving skills
Anna-Liisa Jõgi, Tallinn University, Estonia
Abstract:
Theoretical Background: The roles of executive functions (as reflected in children’s ability to successfully
execute goal-directed behavior, differentiate between necessary and unnecessary information, flexibly shift
to new tasks; Best & Miller, 2010) and linguistic skills (Hecht et al., 2001; Krajewski & Schneider, 2009)
have frequently been emphasized in the development of math skills. Besides cognitive skills, motivation
and learning behavior, including task-avoidance, also play important role in math achievement (Hirvonen
et al., 2012; Kikas et al., 2009). So far, the majority of studies have examined their separate roles while less
is known about interrelated impact. Also, few studies have examined calculation and problem solving skills
separately.
Aims: The aims of the longitudinal study were to examine the effect of linguistic, reasoning, and
planning skills and task-avoidant behavior on children’s calculation and problems solving skills as well as
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on further task-avoidant behavior when taking into account the preliminary level of math skills. The effect
of gender was also analyzed.
Methods: The participants were 846 students (52% boys) and their class teachers. Children’s
cognitive skills were assessed in the end of Grade 1. Their math skills and task-avoidant behavior were
assessed twice – in the end of Grade 1 and 3. Linguistic skills were assessed with the test Concepts, drawn
from Boehm (2004), visual reasoning skills with the test Chain (Männamaa & Kikas, 2011), planning skills
with the test Route Finding (Männamaa et al., 2011), and task-avoidance (rated by teachers) with the
Estonian version of Behavioral Strategy Rating Scale (Zhang et al., 2011). Math tests included tasks in
calculation and problem solving and these were different in Grades 1 and 3. SEM was used to analyze the
data.
Results and Interpretation of Findings: Our results showed that calculation in Grade 3 is influenced
by first grade math skills, linguistic skills and task-avoidant behavior while problem solving in Grade 3 is
additionally predicted by reasoning and planning ability in Grade 1. Children’s task-avoidant behavior in
Grade 3 was affected in addition to previous avoidance also by linguistic skills, planning ability and
problem solving skills. Boys were better in problem solving Grade 3, and they were also rated higher in
task-avoidant behavior. These results reveal that young students’ problem solving skills and task-avoidant
behavior depend both on linguistic skills and executive functions as well as on previous skills and
avoidance. Better problem solvers in Grade 1 have lower task-avoidant behavior later on, while previous
calculation skills did not contribute to task- avoidance. This refers to the need of supporting the
development of students’ cognitive skills in order to support help them gain deeper math skills and support
their adaptive learning behavior.
Symposium 13
Training early cognitive skills
Organizer:
Piia Björn, University of Jyväskylä, Finland
Chair:
Discussant:
Minna M. Hannula-Sormunen, University of Turku, Finland
Lynn Fuchs, Peabody College of Vanderbilt University, USA
It has been frequently reported that even early problems in learning are many times persistent and
therefore challenging to be alleviated (Geary, 2013; Vaughn & Fuchs, 2003). This symposium brings
together three fresh studies that examine training effects of working memory and basic components of
mathematics on working memory, early math skills and comprehension skills. These studies aimed at
training central components of cognitive skills, each from a slightly different point of view. As the results of
many previous intervention studies have not consistently shown improvement in the aforementioned
skills, selection of participants, as well as selecting of training methods and programs are of essence in this
area of research. Thus, the symposium also aims to provide new insights into supporting early cognitive
skills. Jonna Salminen, University of Jyvaskyla, Finland, reports the effects of an adaptive computer
program on enumeration, counting, and basic addition skills in kindergarten children with the most severe
difficulties in early number skills. Minna Kyttala, University of Turku, Finland, reports on a study
comparing the effects of four different working memory training conditions in improving early
mathematical skills in kindergarten children. Peng Peng, Vanderbilt University, USA, reports on an
intervention study comparing drill and practice vs. rehearsal strategy training of verbal working memory
on verbal working memory and passage comprehension among elementary school aged children. Finally,
Minna Hannula-Sormunen, University of Turku, Finland, completes the symposium by discussing the
scientific and educational relevance and practical implications of the presentations.
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Preventive support for kindergarteners with the most severe difficulties in early number skills
Jonna Salminen, University of Jyväskylä, Finland
Tuire Koponen, Niilo Mäki Institute, Jyväskylä, Finland
Mikko Aro, University of Jyväskylä, Finland
Abstract:
Purpose: The most severe difficulties (performance below 10th percentile) in early number skills seem to
be very persistent (e.g., Geary, 2013; Geary, Hoard, Nugent, & Byrd-Craven, 2008; Murphy, Mazzocco,
Hanich, & Early, 2007). This finding underlines the importance of early identification and the need of
intensified, individualized preventive support. We studied the effects of an adaptive computer program
(Graphogame Math; GGM) on enumeration, counting, and basic addition skills in kindergarten children
(6−7 years of age) with the most severe difficulties in early number skills (performance below 10th
percentile at least in two of the three aforementioned core early number skills).
Participants and materials: After pre-assessments, the participants were randomly divided into two
groups: 1) for training Number Concept Skills (NC-group; 7 girls, 1 boy) and thereafter Basic Addition, or 2)
for training Counting Skills (CS-group; 4 girls, 2 boys) and thereafter Basic Addition. The contents of the
three training components are: 1) Number Concept (one-to-one correspondence; enumeration;
approximate and exact comparison; transcoding between number word, quantity and number symbol), 2)
Counting Skills (seriation; number neighbors; number sequence), and 3) Basic Addition (composing and
decomposing; arithmetical combinations; fact retrieval). Training proceeds gradually from concrete to
abstract level within the number area of 0−20 in all components. In the average scores of two pre-tests,
there were no significant between-group differences in any of administered measures (PPVT, Number
word-Quantity-Mapping, Counting Skills, Composing, Non-symbolic Arithmetic, Basic Addition,
Enumeration Fluency, Rapid Naming of objects).
Training: After the first three weeks of training (12−15 x 10−15 minutes), there was a significant
improvement in Enumeration Fluency in NC-group and in Counting Skills in CS-group. There were no
within-groups effects in Basic Addition or control (RAN) measure. In gain scores of Enumeration Fluency or
Counting skills, there were no between-group differences. After the second three weeks of training (12−15
x 10−15 minutes), there was a signi•icant improvement in Enumeration Fluency, Counting Skills and Basic
Addition in NC-group, and in Counting Skills in CS-group. There was no within-groups effect in control
measure (RAN). In gain scores of Enumeration Fluency, the between-group difference reached significance,
favoring NC-group. Positive training effects remained significant only for NC-group in the delayed
assessment in Enumeration Fluency, Counting Skills, and Basic Addition. The gain score of Basic Addition
was significantly larger in NC-group than in CS-group.
Findings: In sum, a short, intensive training (cf. Cheung & Slavin, 2013) with adaptive GGM
produced positive, condition specific, effects in kindergarteners with the most severe difficulties in early
number skills. However, Number Concept training seemed to provide better basis for Basic Addition than
Counting Skills training, although there were no between-group differences in exposure to intervention.
Perhaps, preventive GGM practice should proceed from Number Concept, to Counting, and finally to Basic
Addition training. Despite promising results, more evidence of early CAI is needed (e.g., Baroody et al.,
2012, 2013; Fuchs et al., 2006).
Effects of working memory training in kindergarten children
Minna Kyttälä, University of Turku, Finland
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Kaisa Kanerva, University of Helsinki, Finland
Abstract:
Purpose: Working memory (WM) refers to the ability to concurrently maintain and manipulate information
over short periods of time (Baddeley, 1986). Research has established close links between WM and
mathematics in preschool and kindergarten (Kyttälä, et al., 2003; 2010; Toll, & Van Luit, 2013). The aim of
this study was to compare the effects of four different working memory training conditions: 1) verbal and
visuo-spatial STM training 2) verbal and visuo- spatial WM training and their effects in improving early
mathematical skills in kindergarten children.
Participants and experimental design: The participants were 99 Finnish children from
kindergartens in the city of Turku. At the time of the pre-tests, the children were six to seven years old. The
participating children were randomly assigned to six different experimental groups. The groups were
visuo-spatial STM training (N=8), visuo-spatial WM training (N=8), phonological STM training (N=6),
phonological WM training (N=9), active controls (N=11) and passive controls (N=15). There were no preintervention differences between the six experimental groups in WM, fluid intelligence or counting skills.
Pre- and posttest instruments: The working memory tasks were chosen to correspond the AWMA
(Alloway, 2007). The AWMA is based on the Baddeley’s working memory model, measuring the different
working memory components with several tasks. The visuo-spatial tasks were administered by
computerized AWMA, and the phonological tasks were designed in Finnish language based on AWMA.
Early mathematical skills were measured with counting tasks from the Diagnostic Tests 3 –test battery
(Salonen, et al., 1994). The tasks included counting numbers, counting forward, counting backward and
counting forward by number.
Intelligence was measured with Raven Colored Progressive Matrices (Raven, 1995). It is a series of
reasoning tasks, in which the child is required to complete a geometrical figure by choosing a missing piece
from six choices.
Training: The training lasted for five weeks. There were two training sessions per week. Each
training session contained 24 trials, starting from the beginning of the game (one item to remember). Since
the amount of training was based on the trials, not the time of training, the training times varied with the
achieved level and the game played. The training was adaptive. Active control group was playing two
computer games (Moomie) that required nothing to memorize.
Findings: Our results indicated that domain-specific working memory training did not enhance
performance in working memory tasks or performance in counting tasks. Despite of the negative finding of
the study we consider the information important for the current debate in the field. In this study, for the
first time we trained different working memory components separately. The results indicate that this
training may not be sufficient for obtaining the training effects even in the corresponding tasks in small
children, but the more varied training is needed (see Klingberg, 2010). Based on these results it is
important to continue to study the role of specific components of working memory to differentiate the
effects of training (Logie, 2012).
Drill and practice versus rehearsal: An experimental study of two approaches to strengthen verbal
working memory and comprehension among young children
Peng Peng, Peabody College of Vanderbilt University, USA
Douglas Fuchs, Peabody College of Vanderbilt University, USA
Abstract:
Purpose: Increasingly, researchers are interested in the effects of working memory (WM) training (MelbyLervag & Hulme, 2012; Shipstead, Redick, & Engle, 2012). However, it remains unclear whether WM
training affects WM and transfer to comprehension among young children. In this study, we investigated 1)
whether direct training of verbal WM would improve verbal WM and passage comprehension among first
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graders, and 2) whether training effects differed between training approaches: Drill and practice vs.
rehearsal strategy training.
Participants: Fifty-eight consented children from 13 elementary schools in Nashville, Tennessee
were randomly assigned to three groups: Drill and practice, rehearsal strategy training, or control. All
groups were comparable in terms of age, gender, race, non-verbal IQ, verbal WM, short-term memory,
articulation speed, comprehension, and retell. The sample had an average non-verbal IQ, an average word
reading skill, and a below-average comprehension skill (i.e., the mean percentile of non-verbal IQ is around
the 47th percentile; the mean percentile of word identification is around the 63th percentile; the mean
percentile of listening comprehension is around 30th percentile).
Training: We gave 10 one-on-one training sessions on 10 consecutive school days. Each session
lasted 35-40 minutes. In each session of the drill and practice group, children worked on 4 verbal WM
complex span tasks. Each will last 8 minutes. The same 4 verbal WM tasks were used in the rehearsal
strategy training group, except that children were explicitly taught a rehearsal strategy and encouraged to
use this during each trial of each task. Training was adaptive so that task difficulty was matched to the
child’s current memory span on a trial-by-trial basis for each task. Children's performance and strategy use
of each trial for each training WM task were documented in each session. The fidelity of training ranges
94%~98% for each task across two training groups.
Findings: Both training groups showed significant growth on trained WM tasks performance across
10 sessions, with the rehearsal strategy training showing greater growth. The rehearsal strategy training
group made significant improvement on non-trained verbal WM, passage comprehension, and retell as
compared to controls. In contrast, children in the drill and practice group only showed significant
improvement on comprehension, which was positively related to their rehearsal strategy use during
training (Seventeen percent of all trials completed in the drill & practice group involved rehearsal
strategy).
Our findings support the WM strategy mediation theory (McNamara & Scott, 2001), suggesting that
rehearsal strategy plays a critical role in linking verbal WM with comprehension skills for young children.
Training young children to fluently use rehearsal strategy in verbal WM tasks seem an efficient WM
training approach for improving their verbal WM and comprehension skills.
Paper session 19
Childhood in day care centre: ethnographic method and relational analysis
Raija Raittila, University of Jyväskylä, Finland
Mari Vuorisalo, University of Jyväskylä, Finland
Abstract:
This methodological paper discusses children’s everyday life in early childhood education by applying
ethnographic data gathering and developing relational analysis. The relational starting point refers to
sociological debate about the intertwined character of structure and actors. Everyday life is understood
relationally constructed by actors (children and adults) in those conditions the social and societal
structures constitute for action in a day care centre. Still the action is seen separately varied.
Ethnography aims at examining, describing and understanding the everyday lives of people. The
most essential starting point of data collection is that people’s actions and accounts of events are studied in
everyday contexts. By combining the ethnographic approach in field work and the relational approach in
the analysis the paper is seeking knowledge of the construction process of everyday practices in the day
care centres. The objective is to describe how the children through their own actions with unique resources
obtain their positions in the institutional environment of early childhood education.
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In this paper, the analysis of selected ethnographic episodes shows how children’s actions modify
and reconfigure the scope of the day care childhood. In addition, the institutional practice and rules provide
diverse opportunities or barriers for children’s actions. Every child builds their personal, subjective way to
live their lives in day care centre.
The relational approach opens up a perspective on the cultural construction of childhood in day
care centres. The childhood is defined by collective and cultural symbolism, politics and ideology, but is
“implemented” by children and adults. The relational process continues constantly and constructs
children’s lives and their understanding of human culture. This paper focuses on the relational construction
of day care practice and especially the day care childhood.
Keywords: Relational analysis; Ethnography; Finnish early childhood education and care
Assessment of physical learning environments in ECE: interdisciplinary and multivocal
construction of a tool for Chilean kindergartens
Cynthia Adlerstein, Chile, Pontificia Universidad católica de Chile
Abstract:
Physical learning environment (PLE) has been considered, after family and educators, as the third teacher
(OWP/P et al., 2010). There have been conflicting and converging viewpoints on the role of the physical
dimensions of places to learn, in facilitating quality education. Despite the different approaches, PLE has
been widely recognized as a key factor in the quality of the learning experience (Tietze, 2005; OECD, 2012),
and in the levels of learning achievement in ECE (Woolner et al., 2007). The conceptual frameworks of the
field assume that PLE consists of a complex web of factors that shape the overall conditions for learning,
and that much more interdisciplinary and complementary methodologies of research and assessment are
required (UNESCO, 2012).
Although the relevance of PLE attracts a broad international consensus, in Chile it remains underresearched and weakly regulated by public policy. Gaining deeper contextual understanding and more
thoughtfully-designed recommendations require the use of innovative assessment tools that cross cultural
and disciplinary boundaries to produce new hybrid approaches and improvements. When considering a
PLE-based change process (Young, 2003) for ECE improvement, a central question is what dimensions,
variables and indicators could allow a comprehensive assessment of PLE in Chilean kindergartens?
Based on a grounded theory social justice inquiry (Charmaz, 2011), we adopted a mixed method
design, that enabled a multivocal (Tobin, 2009) and interdisciplinary construction of data. By using indepth interviews, discussion groups, questionnaires, and documental analysis, we elicited the PLE
discourses of politicians, early childhood practitioners, experts in architectural design and ergonomics, ECE
stakeholders, and 3 to 5 year olds. A constant comparison method enabled the construction of the
dimensions, variables and indicators through which PLE assessment is possible. Subsequently, the
instrument was applied in a sample of 125 early childhood classrooms, to test reliability (internal
consistency) and validity (content and construct).
As a result, an interdisciplinary and multivocal tool for assessing physical learning environments
was constructed and validated, for Chilean kindergartens. The tool is structured upon 7 dimensions
(wellbeing, flexible, empowerment, inclusiveness, symbolically meaningful, pedagogically intentioned,
institutional management) 19 variables and 105 indicators that are assessed through observation and
registration on a mobile app. The overall reliability of the instrument is .938 while the consistency of each
dimension varies between .773 (inclusive) and .946 (symbolically meaningful). The validation process
through expert opinion and factorial analysis (chi-square test) has shown that the dimensions of the
assessment tool reflect the factors of physical learning environments.
The constructed assessment tool for kindergartens highlights the significance of the physical
environment in early childhood educational settings. The relevance of the instrument relies in its
interdisciplinary approach to PLE and in its capability to guide supportive learning environments, based on
educational habitability. Though further analysis are required for concurrent validation and
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standardization, the tool has been considered by practitioners and ECE stakeholders as an intuitive,
accessible and remarkable instrument to arise awareness on PLE and on equitable distribution of learning
opportunities.
Keywords: Physical learning environments; Assessment tool; Kindergartens
Where do you live? – children talking about their surroundings
Magdolna Nemes, University of Debrecen, Hungary
Abstract:
This paper is about children living in Hajdúböszörmény, a medium-sized town in the East of Hungary. This
paper seeks to report children’s way of talking about their area in a measurable way, as very little research
has been conducted in this field (e. g. Rasmussen 2004).
Another goal of the paper is to explore the development between different age-groups. In our
research we ask 50 5-year olds who attend kindergarten. We also ask 50 8-year olds who attend primary
school. The aim is to compare the way these children talk about the way they get to nursery or school and
the town where they live. We also want to investigate what they find important on their way - whether
these are names (e.g. place names, names of institutions, shops) or features such as trees or junctions.
In exploring the way children get to know Hajdúböszörmény, several sources have been used:
drawings, interviews, and chatting with children as well as observing children as a source of everyday
communication. In order to collect our data we have asked children from the abovementioned age-groups
and backgrounds. Our research helps us to see what is meaningful to children and how identity is
developing through getting to know our surroundings.
Keywords: Children 5-8; Developing; Surroundings
Providing creative contexts in early childhood education
Tuula Nousiainen, University of Jyväskylä, Finland
Chiara Bertolini, University of Modena and Reggio Emilia, Italy
Roberta Cardarello, University of Modena and Reggio Emilia, Italy
Linda Pavitola, Liepaja University, Latvia
Abstract:
Taking part in creative activities and developing one's creative thinking from an early age is crucial for
acquiring the diverse skills required in today's world (e.g. Griffin, Care & McGaw, 2012). Creativity refers to
the ability to produce outcomes that are both innovative and socially significant (Sternberg & Lubart,
1999). In the context of children’s creativity, innovativeness and significance should be seen as relative to
the child’s developmental level and to what is important and novel in his/her world (e.g. Opetusministeriö,
2005, p. 28; Sharp, 2004). A creative child can combine his or her prior knowledge in a new way to solve a
problem (Vygotsky, 1930/2004). An environment that is supportive and rewarding of creative ideas is
significant for fostering creativity: even if one has the internal resources for creative thinking,
environmental support is required e.g. for sharing, co-developing and displaying one’s ideas (Malaguzzi,
1993; Sternberg & Lubart, 1999). Early learning environments such as kindergartens are in a key role in
providing children with conditions and possibilities for developing their creative abilities
(Opetusministeriö 2005, p. 28).
This paper presents the main findings of CREANET, a multilateral network project related to
creativity in early childhood education. The aim was to characterize the nature of the activities and
educators’ attitudes contributing to the promotion or inhibition of creativity in the kindergarten. Data was
collected with different methods: a survey for educators (n=425), focus group interviews to complement
the survey data, and participant observation of everyday activities in kindergartens. Furthermore, we
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analysed teachers’ descriptions (n=36) of their concrete practices for fostering creativity (see
www.creativityinpreschool.eu).
With the methodology of content analysis, we identified a set of common circumstances and
activities ("creative contexts") that were seen by the educators to be conducive to creativity in early
childhood settings. The elements of creative contexts were categorised into the following themes.
1. Exploring and experimenting with different spaces and materials so that the children progressively
discover the potential of these materials and understand the combinatory nature of creativity.
2. Extended time and continuity that allows for reflection, revision, and re-elaboration, enabling the
children to construct new links and associations.
3. Social collaboration in open problem-solving situations, entailing exchange of ideas, analysis of situations
from different angles, and dialogue between different hypotheses.
4. Mixing different symbolic languages and codes (e.g. visual, musical, narrative, and bodily expression) so
that the children experience these languages as interconnected and learn to imagine different ways of
demonstrating an idea or an object.
5. The role of the adult in supporting the manifestation of creativity in each child by being situation-aware
and responsive to the children's spontaneous displays of creativity while also challenging the children to
push their creative thinking forward.
Overall, the adoption of a broad view on creativity was emphasised, as well as the importance of
recognising and building upon the “everyday creativity” that naturally emerges among children outside of
organised activities.
Keywords: Technology; Preschool Education; Curriculum
Paper session 20
The deterioration of play in the American kindergarten
Sara Tours, Florida State University, USA
Burcu Izci, Florida State University, USA
Traci Kervin, Florida State University, USA
Joseph Lyons, Florida State University, USA
Ahmet Simsar, Florida State University, USA
Abstract:
This article review paper examines the literature on the deterioration of play in American kindergartens,
and the potential negative implications. Specifically, these three developmental areas are explored and
discussed physical health and wellness, cognitive and intellectual stimulation, and social and emotional
growth. Kindergarten has significantly changed in the past twenty years; there is more emphasis on
academic skills rather than exploring and learning through play, exercising their bodies, and using their
imaginations (Miller & Almon, 2009). Playing less has a negative effect on children constructing social and
emotional skills (Graue, 2010). Play is being deteriorated for reasons such as increased emphasis on
academics; specifically reading, math, and science. American kindergarten classrooms are focusing on
academics because teachers and schools are held accountable for academic progress, as determined by test
scores. According to Miller and Almon (2009) children have a better chance to improve their reading skills
and physical development when in a play based kindergarten. According to the literature, recess and
physical education have been nearly eliminated in American kindergartens. America has placed an
emphasis on physical activity due to increased childhood obesity rates (Chin & Ludwig, 2013). Obesity
rates may be attributed to increased screen time, particularly in front of computers and televisions, which
may also account for a good portion of decreased play. As early as 1971, Barnes showed findings that young
children spent less time engaged in free time with their peers and more time exposed to mass media
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(Barnes, 1971). Children have continued to spend more time in front of electronic devices, and less time
playing outside. This paper examines what the research, over the past 50 years, shows how the
deterioration of play will most likely impact our children’s future. The literature is consistent with the
modern theoretical framework that has been prevalent for the past half century. The results show that
physical, intellectual, and social development is either thwarted, or is significantly diminished by this
phenomenon. Unless play has more emphasis in the American kindergarten it may continue to decline and
this could have negative implications for the future.
Keywords: Play; Kindergarten; Child Development
Children's play behavior and social competence in integrated special day care groups
Eira Suhonen, University of Helsinki, Finland
Mari Nislin, University of Helsinki, Finland
Alisa Alijoki, University of Helsinki, Finland
Abstract:
Learning to learn is one of the main objectives of early childhood education. Keys for learning to learn are
in opportunities to plan and to organize one`s own action, in self-expression, problem solving, using
effectively mental models, rehearsing social skills with others and finding zest for learning. (Vygotsky,
1978; Dolya, 2007). Play is the main activity in ECE. Play develops children`s social competence and helps
to acquire social skills. Additionally, children`s motor and cognitive skills are developing (Pellegrini &
Smith, 1998). During social play children need to make initiatives and response to initiatives of other
children. These abilities can be conceptualized as a concept of social-communication, which includes social
interaction, behavior regulation and joint attention (Graig-Unkefer & Kaiser, 2002). In this study, we
examined children’s social-communication and play behavior in the context of Finnish early childhood
special education. We collected data in 2012-2013 and it consists of assessments of play behavior
(Preschool Play Behavior Scale) and social communication (VARSU) conducted by early special teachers.
Children (N=219) were divided into groups; with (SEN) (N=91) and without special (N=122) needs. In
addition, the SEN group was divided into three categories based on the type of special needs (language
disorders, difficulties in self-regulation and severe disabilities). Differences were examined by t-test and
analysis of variance (ANOVA). The theoretical model was tested using the structural equation model (SEM)
techniques. Finally, we tested the model by using AMOS 20. Program. The model fit was examined χ2 test
parameters, RMSEA and CFI compatibility odds. Our main results indicated that there were statistically
significant differences between children with and without special educational needs in both social
communication competence and social play (p<.01). Also, children with various special needs, differed in
play behavior; especially in social play (p<.001). There were gender differences in social communication
and play behavior, however, when the effect of gender was covariate, the difference was not significant.
Structural equation model confirmed that special needs of a child had a direct effect (-.21) to social
competence, and an indirect effect (.14) to social play. Our study suggests that social competence should be
considered when supporting children’s learning to learn in social play, as play offers possibilities to
develop relationships with peers and enrich children’s social skills which have positive effects on children’s
self-regulation and behavior.
Keywords: -;-;Free play activities in Finnish and Taiwanese day care centers
Li-Chen Wang, Chang Gung University of Science and Technology, Taiwan
Hui Chun Lee, Tzu-chi University, Taiwan
Wann-Yi Mau, Ching-Kuo Institute of Management and Health, Taiwan
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Abstract:
This study is part of a collaborative project between Finland and Taiwan that explores the development of
agentive perception in the day care setting. The main purpose of the paper is to compare children’s free
play activities and environments in the two countries. Free- play time of the daily schedule is a period that
the children could engage in the activities of their choice. The specific research questions in comparing
Taiwan and Finland were: .What proportion of day care time is devoted to free play? What kinds of
activities occur during free-play time? What are the children’s objects of attention during free-play time?
What is the role of the teacher during free-play time? Systematic observation was applied to 300 children
in Taiwan and 700 children in Finland over a period of six months. The observational targets, instruments,
and data analyses were all developed collaboratively. The observed items included types of activities,
activity level, involvement, teacher-child interactions, and child-child interactions. Data from the two
countries were merged for analysis. The percentage of time allotted to free play in Taiwan was significantly
lower than Finland. Taiwanese children’s objects of attention during free play activities focused on nonsocial elements of learning and on the general environment. Finnish children focused on their peers. The
adults weren’t the object of attention. During outdoor free play, Taiwan children had high physical activity
levels, whereas Finnish children have medium levels of physical activity. The physical distance between
teacher and children was much closer in Taiwan than Finland, with greater proportions of teacher-child
interaction than Finland. In both countries, the main task of teachers during free play was to observe the
children. These research findings provide concrete evidence of the basis used for pedagogical development
in the two countries. The discussion will deal with factors such as sampling, early childhood curriculum,
cultural views of education, etc.
Keywords: Free Play; Observation; Young children
Children’s discourse and collaborative learning during free play
Merja Koivula, University of Jyväskylä, Finland
Abstract:
In the field of learning theory many researchers have studied peer collaboration and collaborative learning
(Dillenbourg 1998; Littleton & Miell 2004; Mercer & Littleton 2007). Recently the research of collaborative
learning has shifted from the outcomes and products of collaborative learning towards the analysis of
collaborative interactions (Littleton & Miell 2004). Although there is a large body of research in
collaborative learning in schools, the research on the collaborative learning of young children (children
under 7 years of age) is scarce. So far there is not much information on the collaborative abilities and
collaborative learning of young children, and the relation between collaborative learning and play (e.g.
Crook 1998; Ding & Flynn 2000). In addition the research has mainly focused on organized task-based
groups, while informally formed social groups, e.g. in play, and the activity and social processes in these
groups have not been in the focus of research.
The aim of this study was to examine the processes and interactions of young children during free
play activities. Research questions were formulated as follows: what are the key characteristics of young
children’s collaborative dialogue, and what is the process of collaborative learning like? The study was
ethnographic case study, in which a total of 41 children, 3-to-6-year-olds, from one Finnish day care centre
participated in. The data were collected by (video) observations and interviews during eleven month
period. The data were analyzed by utilizing discourse analysis and qualitative content analysis.
Results suggest that two models of interaction could be identified from children’s joint play
activities. They were named as the basic model of collaborative interaction, and the model of
argumentative collaboration. In the first model children initiated and constructed joint activity via
questions and suggestions. After getting response to the question, children reached a shared view and
agreement of play activity, and their activity proceeded. In the second model, however, children
constructed joint activity by giving arguments and counter-arguments, and negotiations. Play activity could
proceed only after children had finished their negotiation process, and reached agreement. In the previous
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research this kind of argumentative dialogue has been linked to collaborative learning. However, in this
research collaborative learning was linked in both of these models of interaction. In the basic model of
collaborative interaction, collaborative learning manifested itself in learning to master skills of constructing
joint activity (e.g. constructing shared meanings) and collaboration. In the model of argumentative
collaboration, collaborative learning was linked to practicing argumentation, and negotiation skills. Thus,
in both of these models, young children seemed to focus mainly on learning to collaborate and only to
lesser extent on collaborating to learn. Children’s friendships, motivation to collaborate, and social,
communicational and interpersonal skills were important in the process of the collaborative learning.
Practical implications of this study highlight the importance of children’s dialogue in promoting joint play
activity and learning. We need to create rich play contexts for children, where they can develop their
interaction, play and collaboration skills.
Keywords: Collaborative learning; Discourse; Play
Paper session 21
Toddlers’ transitions to early childhood education and care: The role of security of attachment,
caregiver interaction, and the general quality of the setting in facilitating toddlers' settling-in
process
Antonia Funder, University of Vienna, Austria
Tamara Katschnig, University of Vienna, Austria
Lars-Erik Malmberg, University of Oxford, UK
Wilfried Datler, University of Vienna, Austria
Abstract:
When children first enter out-of-home care, they are confronted by separation from their parents,
unfamiliar routines and people, and generally fewer resources for one-to-one interactions with adults.
Adapting to day care entry can be a challenging time for children, and potentially at first inhibit young
children’s participation in interactions with peers and caregivers, as well as their exploration of their
environment. Yet, it is a common assumption that good-quality non-parental care settings foster children’s
learning and development because they offer opportunities to interact with peers and sensitive and
responsive adults who engage children in developmentally appropriate, stimulating and cognitively
facilitating activities. So far, little is known about factors that promote young children’s involvement with
caregivers, peers and resources in day care, especially when they first enter out-of-home care.
This study investigates toddlers’ initial reaction to day care entry and their patterns of behaviour
change over the first months in an early childhood education and care setting. 104 toddlers (aged 10 to 33
months) in 71 Viennese childcare centres participated in the study. Data was collected at three time points
within the first 4 months in the setting. One-hour video observations of toddlers’ engagement (affect,
interactions, exploration) were carried out at 3 time points during the first 4 months in the setting and
coded into a total of 36 5-min observation segments. With the aim to identify factors that help children in
their transition from sole home to out-of-home day care, variables of toddlers’ behaviour in day care during
their familiarisation phase were related to the quality of care, including: (a) attachment relationship to the
child’s key person at day care (AQS), (b) structural aspects of the setting; (c) general quality of the care
environment (ITERS); and (d) interactions with the care providers (CIS, video-ratings). Multi-level models
(observation segments nested within children) showed increase in toddlers’ attachment security to their
key person in day care related to more positive affect and less negative affect, and increase in the quality of
dyadic caregiver interaction related to higher levels of dynamic interactions between toddlers and
caregivers. These results emphasise the importance of attachment relationships and dyadic caregiver-child
interaction in day care as facilitators of young children’s transition to day care.
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Keywords: ECEC; Transition; Attachment relationship
A visual participatory study of social ecologies of resilience among at-risk children starting school
in South Africa and Finland: Some preliminary challenges
Kristiina Kumpulainen, University of Helsinki, Finland
Linda Theron, North-West University, South Africa
Carla Bezuidenhout, North-West University, South Africa
Carlien Kahl, North-West University, South Africa
Anna Mikkola, University of Helsinki, Finland
Saara Salmi, University of Helsinki, Finland
Abstract:
This paper discusses an ongoing socio-ecologically oriented research project that investigates the resilience
of twenty, 6-7 year-old at-risk South African and Finnish children starting school, and the challenges in
conducting this study in two such different contexts. Our research focuses on those at-risk children who
have been identified by their teachers as ‘doing well’, that is to say, who have circumvented life stressors
and manifested resilience despite unfavorable life circumstances. In this research project, we explore the
socio-cultural practices and resources within children's homes, school and local communities that the
children as well as their parents and teachers regard as vital in promoting positive transitions to school. In
doing so, our research aims to contribute to knowledge of the dynamic and complex relationship between
resilience and the socio-cultural processes residing in children's situated lives. Employing a visual
participatory approach, we take a step further in developing research methodologies sensitive to
children’s, teachers’ and parents’ authentic voices in explicating positive education-related transitions. Our
paper reports how conceptualisation of risk is relative to a given cultural community. Amongst others, in
South Africa, divorce places children at risk for maladjustment. In Finland, divorce is so common-place, that
it is not always seen as a risk to children’s wellbeing. In South Africa extreme poverty places children at
risk. In Finland, affluence can be the risk factor. Our paper also comments on how context influences
methodological choices. Although both the Finnish and South African studies make use of visual
participatory methodologies, the operationalisation of these is influenced by the sociocultural ecology in
which they are used. In all, this Finnish-South African research collaboration brings rich insights to the
social ecologies of young children’s resilience, given the diverse contexts and education legacies of both
countries. This understanding is pivotal to the development of culturally sensitive protective educational
mechanisms to increase children’s socio-emotional well-being and enable young learners both in South
Africa and Finland to overcome inequalities and marginalization risks.
Keywords: Resilience; School transition; Socio-ecological perspective
Children’s and parents’ views on transition to school: indicator of smooth transition from preschool
to school?
Mun Wong, The Hong Kong Institute of Education, China
Abstract:
Children are actively constructing and reconstructing their own view of the world from their personal life
(Vygotsky 1978; Wood, 1988). Little research has studied the relation between children’s representation of
school and their ability to cope with stress during the transition from preschool to school. Few longitudinal
studies had been conducted to compare children's representation of school life before and after they went
to school. Viewing children as competent social actors who constantly construct and reconstruct social
representations that give meaning to their experience (Campbell, Skovdal & Mupambireyi, 2010), this
study aims to explore the diversity and complexity of children’s representations of school life (before
transferring to school and during the transition to school). This study uses semi-structured interviewed
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and children’s drawings to elicit children’s own voices and perspectives (Yuen, 2004). 53 five- to six-yearold children and their parents were involved in this study. Children were interviewed at the last month at
preschool and at the first three months of primary school. After children start going to school in the first 3
months, parents’ views on children’s coping during transition to school were collected using
questionnaires. The preliminary result shows that children can accurately predict the types of bad events
that they would encounter at school, which includes being incompetent to meet the expectation of the
teachers, feelings of leaving behind, bullying and social conflicts among peers. Children generally predicted
more peer conflicts than they have actually experienced at school, but they experienced more incompetent
in fulfilling the teachers’ expectation than they had predicted before they went to school. The findings also
compare children’s and parents’ views on children’s stress and coping during transition to school. The
result of this study will inform parents and educators how we can enhance children’s adaptation to school
and coping strategies during the transition to school.
Keywords: Transition to school; Children's coping; Parents and children's voices
Expectations and preconceptions of children`s self-concept of ability prior to transition to primary
school
Sirpa Eskelä-Haapanen, University of Tampere, Finland
Helena Rasku-Puttonen, University of Jyväskylä, Finland
Abstract:
It is important to take into account the children`s view about their school beginning. The present study
focuses on Finnish preschoolers’ positive and negative beliefs and preconceptions about their transfer from
preschool to primary education and their beliefs about the challenges of starting the school as well as
potential differences between genders in the in the preconceptions and beliefs forming children`s selfconcept of ability. The investigation is part of the First Steps Study comprising a total of 1,386 children
(650 girls, 736 boys) from four municipalities in Finland.
Three research questions were addressed. Firstly, what kind of positive and/or negative
expectations and preconceptions of school life and their own capabilities the preschoolers have prior to
their transition to basic education? Second, what kind of beliefs do the children have about the challenges
that await them in the school context? 3. What are the key differences between girls` and boys`
preconceptions and beliefs? 4. Does the preschool environment have an effect on the children’s schoolrelated beliefs?
The data consisted of 1,386 children’s responses to two open questions as reported verbatim by
their parents. Qualitative content analysis revealed 15 meaning categories with respect to positively laden
expectations concerning school beginning which could be further condensed six core categories. Fourteen
meanings categories were identified with respect to children`s concerns about school beginning which
could be condensed to five core categories.
The results showed that children’s anticipations concerning school involved looking forward to
reuniting with their friends, making new friends, and learning to know their future teacher. Children were
also eagerly awaiting new learning experiences and tasks with interesting challenges. These expectations of
positive learning experiences` are formative for constructing children`s self-conception as a learner. About
two thirds of both girls and boys responded to the question of potential worries by some expressions of
concerns, but one-third of children did not express any concerns about beginning school. Some significant
differences were found between girls` and boys` beliefs as well as between the preschool classrooms.
The results have practical implications for developing support practices for smooth transition from
preschool to school as a part of the educational continuum, for instance, by providing children information
about school practices. The results emphasize supporting school beginners’ self-concept as a student, and
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enhancing cooperation between preschool and primary educators as well as cooperation between home
and preschool/school.
Keywords: Beliefs; Preschool; Transfer
14:30–15:00
Poster session 3
GraphogameTM Kiswahili validation results
Carol Suzanne Adhiambo Puhakka, University of Jyväskylä, Finland
Abstract:
This study is based on the cognitive theory of multimedia learning which hypothesizes that those
multimedia instructional environments that are designed based on the knowledge of how the human mind
works are more likely to lead to meaningful and effective learning than the ones that are not. Three
research questions were investigated. To explore whether GraphoGameTM Kiswahili adaptation assists
children improve orthographic processing skills in Kiswahili, to explore whether GraphoGameTM Kiswahili
adaptation assists children to learn letter sound knowledge in Kiswahili and to explore whether
GraphoGameTM Kiswahili adaptation assists children learn syllable sound knowledge in Kiswahili.
The research involved Class 1 children in 2 Kiswahili speaking primary schools (specifically, Kibra primary
school and Ayany primary school) in Nairobi County. A total of N=269 children participated in the research
study. The children received 2 assessment tasks within GraphoGameTM (Letter sound assessment task and
pseudo word recognition task) and 3 external assessment tasks (pseudo word spelling test, single word
spelling test and short sentence multiple-choice reading test all in the Kiswahili language) immediately
before and after the intervention period. The intervention period resulted in an average of 8 to 12 hours of
exposure time to the GraphoGameTM Kiswahili.
The GraphoGameTM intervention sessions took place in the afternoon from 1 o’clock to 4.00
o’clock. The intervention group received the GraphoGameTM intervention via the 3G android tablets and
the control group played a different game (not GraphoGame) via the Nokia mobile phones and Samsung
android phones. The children played for 15 minute periods and took 15 minute breaks for two and a half
hour each day (they received on average 8-12 hours exposure time). The results were compared using
letter sound and pseudo word recognition assessment tasks in GraphoGameTM Kiswahili adaptation,
Kiswahili Pseudo word spelling task, Kiswahili Single word spelling task and Kiswahili multiple-choice
reading test
In the letter-sound correspondence and word reading a comparison was made of the
GraphoGameTM Player group and the control group between the mean score in the first assessment task
and the mean top score reached during the validation research. In both aspects of reading skills
(recognizing the letter-sound correspondence and word reading skill) the Player group outperformed the
Control group as the result of the GraphoGameTM intervention. The difference between the groups is
statistically significant. This means that the Player group children did benefit from playing the
GraphoGameTM and progressed much faster and further in their reading skills than the control children.
The results of this study provide a knowledgeable base that training children in letter sound knowledge is
an effective way of enabling them learn early reading skills in multilingual Sub-Saharan Africa where
conflicting language codes are used to teach early reading. This study has supported the expectation that
GraphoGameTM can be used as tool to assist also Kenyan children gain orthographical awareness skills.
Keywords: GraphoGameTM; Kiswahili; Reading
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A multilevel network study of friendship: The role of classroom features in inclusive preschools
João Rodrigo Daniel, ISPA-Instituto Universitário, Portugal
Cecília Aguiar, ISCTE-Instituto Universitário de Lisboa, Portugal
Inês Peceguina, ISCTE-Instituto Universitário de Lisboa, Portugal
Abstract:
Teachers play an important role in the peer interaction process. They set the tone for the social climate,
promote social opportunities, and manage social structures. We used p* models to test whether preschool
children with disabilities were as likely to have reciprocal friends as their typically developing peers, while
controlling for importante social processes (transitivity, popularity, and gender homophily) that partly
explain friendship formation. We used a multilevel approach to meta-analysis to combine parameter
estimates for 32 Portuguese preschool classrooms. Average effect sizes indicated that children with
disabilities had a number of friends similar to their classmates, but the variance of the effect indicated
between classroom differences. To explore these differences, effect estimates were regressed on classroom
practices, measured with The Assessment Profile for Early Childhood Programs: Research Edition II. Higher
scores on the Scheduling scale were associated with decreased likelihood of children with disabilities
having reciprocal friends.
Keywords: Friendship; Preschoolers with disabilities; p*models
How children begin to see their material world "scientifically" in the early years of school
Kathleen Fonseca, University of Johannesburg, South Africa
Elizabeth Henning, University of Johannesburg, South Africa
Abstract:
The study reported on in this paper is part of the research programme of the University of Johannesburg
Institute for Childhood Education (www.uj.ac.za/ujice). The research question of this project asks what
elementary school children know (and believe) about the science concepts they are taught in the school
curriculum. The adjacent question asks what pre-service teachers know about children’s knowledge. In an
argument that takes cognisance of different viewpoints about children’s conceptual development (and
what teachers are supposed to know about this development) the project addresses a central issue of
concern in South African education, but which also echoes throughout the educational world: Ranging from
concerns about the epistemological-philosophical dispositions nurtured in science education (Matthews,
2000) to views on how children develop concepts (Spelke, 2000; Carey, 2009) and what constitutes ‘core
knowledge’ and ‘learned knowledge’, the study has investigated some of the extensive literature to identify
the trends in scholarship. The paper will report on the data captured from four different contexts, aiming to
add to our understanding of cognitive developmental psychology and, with it, also the sameness and the
difference of children’s knowledge and the knowledge of their future teachers. In this pilot study,
conducted in schools in Soweto, in a rural area of the North West Province and in suburban Johannesburg,
the data shows that conceptual change in children and early beliefs about the natural, material world,
coalesce with their theory of mind and of agency as argued, among others, by Gopnik and Meltzhoff (1997)
and Carey (1985, 2009).
Keywords: Science concept development; Elementary; Learned knowledge
Eye gaze responses to sign language gestures and the face of a speaker among hearing-impaired
children
Michiko Nishioka, Hyogo University of Teacher Education, Japan
Kyoko Imai-Matsumura, Hyogo University of Teacher Education, Japan
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Abstract:
Theoretical background and research questions: As hearing-impaired children have difficulties listening to
language, language development is delayed. Therefore, as a means of communication in accordance with
the individual, learning sign language as both a visual and spoken language is important. Hearing-impaired
observers look toward a face, regardless of whether signs or speech disambiguates the message. This
suggests that fixations toward the hands of a sender are not necessary to comprehend essential
information used to disambiguate parts of a message (De Filippo & Lansing, 1995).
Studies using eye gaze responses among hearing-impaired children are sparse. Thus, the current
study investigated how hearing-impaired children gaze at hands displaying sign language, as well as
fixations toward a speaker’s eyes and mouth, using an eye -tracker.
Methods: The sample consisted of 20 hearing-impaired children (3–5-year-olds) whose parents
consented to their child’s participation. The children’s average hearing ability was 89.2 dB (range: 54–126
dB). Twelve children used hearing aids, while the other eight children had cochlear implants. Twelve of the
children spoke vocally while the other eight children communicated via sign language along with using
their voice. We created three types of video clips, each lasting 5 s. In each video clip, a teacher turned to the
front, expressed sentences accompanied by sign language. Two types of video clips included single words,
and the teacher spoke the words twice. One type of video clip included three-word sentences, and the
teacher spoke the words once. The three video clips were displayed on a monitor. Children were instructed
to watch the monitor, and their gaze was individually measured with an eye tracker system (Tobii T60).
Eyes, mouth, and hands were set as Areas of Interest (AOIs), and gaze was compared within those AOIs.
Results and interpretation of findings: The hearing-impaired children fixated most frequently, and
for the longest duration, on the mouth region of all targets in all tasks. The number of fixations on other
regions before the first fixation to the mouth was low for all other regions in all tasks. In other words,
children fixated on the mouth rather quickly. These results suggest that eye fixations toward the hands of a
speaker are not necessary to comprehend essential information from ambiguous sentences. Furthermore,
this suggests that hearing-impaired children might try to learn language primarily through mouth
movements.
Keywords: Eye gaze; Hearing-impaired children; Sign language
How are parents’ scaffolding and sensitivity skills related to their co-regulation behaviour in
parent-child-interactions?
Kim A. Gärtner, University of Heidelberg, Germany
Silke Hertel, University of Heidelberg, Germany
Andreas Eickhorst, German Youth Institute, Germany
Manfred Cierpka, Institute for Psychosomatic Cooperation Research and Family Therapy, Germany
Sabina Pauen, University of Heidelberg, Germany
Abstract:
Background: Infants largely depend on their parents’ co-regulation to control and modulate their emotions
and behaviour. However, they make significant progress towards conscious and voluntary self-regulation
during toddlerhood and preschool years (Carlson, 2003). During this transition, from an external co-guided
to an internal self-guided regulation, parents play a central role. By acting sensitively and by providing
cognitively stimulating learning environments (i.e. scaffolding; Woods, Bruner, & Ross, 1976), parents help
the child internalise skills and strategies necessary in problem solving and emotionally demanding
situations and improve self-regulatory skills. However, the interplay of parental sensitivity, scaffolding and
parental co-regulation has rarely been investigated.
Research questions: Within cross-sectional analyses for pre- and post-test, we investigate the
following research questions concerning the interplay of parental sensitivity, scaffolding and co-regulation:
1)How does parental self-efficacy regarding sensitivity and scaffolding relate to parents’ co-regulation
behaviour?
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2)How do parental believes about scaffolding strategies relate to parents’ co-regulation behaviour?
3)How does parental scaffolding behaviour relate to parent’s co-regulation behaviour?
Method: Our intervention is based on an experimental design with randomized allocation of 58
parent-child-dyads (children aged 18-36 months) to three groups: waiting-control group, basic training
(scaffolding), and combined training (scaffolding and sensitivity). Intervention effects are assessed on
parent- and child-level by using self-ratings, situational judgement tests (SJT), developmental tests, and
video-observations of parent-child-interactions. Parental co-regulation is measured by the IMMA 1-6
(Pauen et al., 2013). Correlational analyses include only parents from experimental groups (n=34; mean
age = 37 years, SD=4.36; 94% female).
Results: Before the training, parents’ self-efficacy regarding sensitivity correlated negatively with
negative co-regulation (r=-.39, p<.05) and parental resignation when the child does not accept parental
requests (r=-.43, p<.05). Additionally, a positive correlation with positive co-regulation when the child is
frustrated (r=.30, p<.05) was found. Parents regarding themselves as more sensitive in interactions with
their child reported to use less material reinforcement (r=-.54, p<.05).
Furthermore, parents’ self-efficacy in scaffolding their child correlated negatively with negative coregulation (r=-.38, p<.05) and parental resignation (r=-.32, p<.05). Positive correlations were found
between parents’ believes about the importance of scaffolding-strategies and positive co-regulation (r=.34,
p<.05) as well as verbal (r=.49, p<.05) and material reinforcement (r=.31, p<.05).
After training, parents’ self-efficacy regarding sensitivity was, as in the pre-test, inversely related to
negative co-regulation (r=-.36, p<.05), material reinforcement (r=-.44, p<.05) and parental resignation (=.47, p<.05).
Once again, parental self-efficacy regarding scaffolding correlated negatively with parental
resignation (r=-.41, p<.05). No significant correlations between parents’ believes about the importance of
scaffolding-strategies and parents’ co-regulation were found in the post-test. However, parental scaffolding
skills, as assessed by the SJT, were positively related to emotional co-regulation in externally demanding
situations (r=.59, p<.05) and negatively correlated with negative co-regulation (r=-.42, p<.05), material
reinforcement (r=-.35, p<.05) and resignation (r=-.48, p<.05). Due to the strong relationships found
between variables of parental sensitivity and scaffolding with parental co-regulation, interventions
focusing on the former two seem promising to also effect parental co-regulation and promote children’s
self-regulation skills.
Keywords: Scaffolding; Parental sensitivity; Co-regulation
Collaborative writing of stories using ipads
Susanne Roos, University of Jyväskylä, Finland
Marja Hannula, University of Jyväskylä, Finland
Elina Törmä, University of Jyväskylä, Finland
Abstract:
From a sociocultural perspective learning takes place in interaction with the teacher and other children,
which results in the fact means that teaching and learning are mainly based on language. According to
Fisher (2013) classroom writing is also social and the relationship between talk and writing is crucial. The
aim of this study is to support the collaborative writing process of first and second graders through
intervention where children work in pairs and write stories using ipad. Our research questions are the
following: 1) What kind of dialogue do the different pairs display in collaborative writing process? 2) How
do the children support each other in collaborative writing of stories? 3) Do the collaborative writing tasks
motivate the children? and 4) How do the structure and coherence of the stories develop during the
intervention?
There are five classes of first graders (n = 101) in three different schools who participate in the
study. The ages of the children are 6–8 years and they are divided into heterogeneous pairs. Pairs consist of
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the same sex or different sexes. The pairs do not change during the entire intervention which lasts two
years. Intervention last 6 lesson at grade 1 and 4 lesson at grade 2. The structure of the classroom
experiment stays the same during the intervention. First, at the beginning of the lesson, the class teacher
shows a picture/ pictures to children and discuss about them together. After that pairs discuss together
and write a story together using ipads.
Children’s literacy skills, motivation, social skills and task-focus behavior have been tested before
the intervention and will be tested again at the end of grade 1 and 2. The data from the intervention will be
collected from the recorded discussions of the pairs and their written stories. The discussions will be
analyzed using content analysis where there are categories for the dialogue and for how pupils support
each other in writing. Texts will be analyzed according to spelling and coherence of the story. The results
from the first grade data will be discussed in the poster.
Keywords: Collaborative writing; Discussion; Motivation
Reliability and concurrent validity of the Greek Version of the Preschool/Kindergarten Form of the
Gifted Rating Scales (GRS-P)
Chrysoula Thomaidou, University of Ioannina, Greece
Georgia Papantoniou, University of Ioannina, Greece
Despina Moraitou, University of Ioannina, Greece
Magda Dinou, University of Ioannina, Greece
Effie Katsadima, University of Ioannina, Greece
Eugenia Savvidou, University of Ioannina, Greece
Abstract:
Theoretical background: The Gifted Rating Scales (Pfeiffer & Jarosewich, 2003) is a teacher rating scale
designed to assist in the identification of gifted students. The GRS includes a School Form (GRS-S) and a
Preschool/Kindergarten Form (GRS-P) in order to provide a developmentally appropriate way to measure
indicators of giftedness across a wide range of ages. The construct validity of the GRS-S has been examined
across five cultural groups (United States, Puerto Rico, China, South Korea and Turkey) and its factor
structure has been verified. Research Questions: To our knowledge, neither the GRS-S, nor the GRS-P have
been tested extensively regarding their psychometric properties in Greek population. Hence, the main
objective of this study was to examine some of the psychometric properties (internal consistency and
concurrent validity) of the Greek version of the Preschool/Kindergarten Form (GRS-P) of the GRS in order
to determine whether it is a useful tool for the identification of giftedness in the Greek cultural context. The
GRS-P incorporates a multi-dimensional model of giftedness, measuring intellectual ability, academic
ability, creativity, artistic talent, and motivation. Method: The concurrent validity of the GRS-P scales was
examined by comparing students’ scores on the GRS-P and their scores on other measures purported to
assess the same construct. A sample of 26 kindergarten students, girls (N = 14) and boys (N = 12) from two
Greek kindergartens (one public and one private) received ratings on the GRS-P and were administered the
Colored Progressive Matrices (Raven, 1986), the Children’s Category Test (Boll, 1993), the Mini Mental
State Examination (Folstein, Folstein, & McHugh, 1975), which was modified for administration to child
population, and some subtests, tapping mainly vocabulary knowledge and phonological memory, of the
ATHINA Test (Paraskevopoulos, Kalantzi-Azizi, & Giannitsas, 1999). Results: The internal consistency of all
scales were very high and ranged from Cronbach’s α = .98 to .99. As regards the concurrent validity of the
GRS-P, all scales of the GRS-P, except for creativity, showed statistically significant relationships with the
Children’s Category Test tapping non-verbal abstract reasoning. The GRS-P Intellectual Ability, Academic
Ability and Creativity scales were found to correlate with a phonological short-term memory sub-test of the
ATHINA test. Since non-verbal matrix tests and digit span memory tests are less highly culturally loaded,
the aforementioned correlations show that the GRS-P also seems to work equally well across different
ethnic groups. The GRS-P Intellectual Ability scale was also found to correlate with the modified Mini
Mental State Examination assessing the cognitive status. Finally, no correlation was obtained between all
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scales of the GRS-P and the Colored Progressive Matrices, tapping non-verbal intelligence. Interpretation of
the findings: The very high internal consistency of all scales that was comparable to those of Pfeiffer and
Jarosewich (2003), as well as the good convergent and divergent validity of the GRS-P provide support for
its psychometric qualities as a reliable gifted screening tool in the Greek cultural context.
Keywords: Giftedness; Psychometrics; Greece
Tablet-based mathematics activities in preschool: Leveraging the benefits and confronting the
challenges
Ashley Lewis Presser, Education Development Center, USA
Mikko Vesisenaho, University of Jyväskylä, Finland
Philip Vahey, SRI International, USA
Christine Zanchi, WGBH, USA
Tuula Nousiainen, University of Jyväskylä, Finland
Mikael Uusi-Mäkelä, University of Jyväskylä, Finland
Jarmo Viteli, University of Tampere, Finland
Jillian Orr, WGBH Educational Foundation, USA
Abstract:
Theoretical Background: This poster will report on an innovative project to create and evaluate a cohesive
set of digital games and non-digital resources to promote early mathematics learning in preschools. The
Next Generation Preschool Math (NGPM) program integrates traditional preschool activities with
developmentally appropriate technology to support teaching and learning. An evidence-based curriculum
design framework was employed in conjunction with iterative development processes (design-based
research). We present findings from the development and pilot phases examining implementation and
learning outcomes.
For the materials to be engaging, age appropriate, and supportive of young children in learning rich
mathematics, we integrate research on (1) early mathematics learning trajectories, (2) developmentally
appropriate joint media engagement, (3) preschool teacher professional development, and (4) evidencecentered assessment design. This led to the creation of a learning blueprint that was used as a “boundary
object” across the different areas of expertise.
Research Questions: Our research questions included the following:
1. In what ways are the teacher materials, including content and digital tools, useful and useable?
2. What strengths and challenges do teachers encounter as they implement materials, foster children’s
learning, and encourage math talk?
3. To what extent are children’s understandings of subitizing and equipartitioning changing as they engage
with the materials?
Methods: We focus on subitizing and equipartitioning, two foundational aspects of mathematics not
typically taught in preschool (Clements & Sarama, 2009; Confrey et al., 2009). The learning blueprint
included related learning goals, example tasks, and an expected learning trajectory to inform resource
design and assessment development. The design team developed digital games, non-digital activities, and a
digital teacher’s guide. The full team then engaged in iterative refinement processes (storyboarding,
prototyping, and testing with preschoolers). The research team developed assessment tasks to evaluate
children’s learning.
Three preschool teachers implemented the program and pilot-tested the materials in their classes
for approximately 20 classroom hours. A majority of lessons were observed using a detailed observation
protocol, and students were administered pre- and post-assessments.
Results: Both the digital and non-digital activities were usable and useful to teachers and children,
with some recommendations to increase the scaffolding and clarify the activity descriptions. Teachers
appreciated the digital teachers guide and did not experience many problems with accessing this
information digitally. The children were able to easily engage with these activities, were enthusiastic about
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the digital games, and made significant learning gains (F = 20.3, p < .001). We will present the learning
gains, the transformation from blueprint to learning activities and assessment items, and patterns of
implementation based on qualitative analysis of our observations.
Conclusion: The use of digital technology can be leveraged in preschools to improve learning for
preschool students and increase the breadth of experience preschool children have with foundational math
concepts. It is both challenging and potentially beneficial to develop these digital tools in a way that clearly
relates back to the learning goal. In the next phase, we will conduct a pilot study in which we explore the
feasibility of the NGPM program in the Finnish context.
Keywords: Technology; Preschool Education; Curriculum
The effect of teacher beliefs and practices in the literacy acquisition skills of first grade learners in
Zambian city schools
Jacqueline Jere-Folotiya, University of Zambia, Zambia
Abstract:
Literacy is an important resource for effective communication and an essential skill for individuals to
prosper in a modern society. Hence, Zambia’s national government introduced and implemented the
National Break through to Literacy (NBTL) curriculum which introduces literacy in the medium of a
familiar, indigenous language to first graders. However, research conducted nationwide indicate that the
proportion of learners achieving even the minimal expected standard of literacy by Grades 5 and 6 remains
extremely low.
Teachers play an important role in facilitating the learning opportunities availed by Zambian public
schools to first grade children, many of whose home literacy environment is severely restricted by the
material poverty and low literacy of their parents. According to Vygotsky’s theory, teachers are the “more
knowledgeable other” and play the role of scaffolding to assist learners on tasks such acquisition of literacy
skills, within their zone of proximal development (ZPD). Therefore, beliefs and practices of these more
knowledgeable others, are likely to impact this process. This study sought to investigate the degree to
which beliefs and practices of first grade teachers influence learners’ mastery of initial literacy skills.
In this poster we present results pertaining to teachers’ self-reported teaching practices and beliefs
about intrinsic and extrinsic motivation, learner versus teacher centred approaches, their personal theories
of learning and their views about the curriculum. These were expressed in the teachers’ responses to a
questionnaire administered individually to first grade teachers (N=63), age range 25-54 years serving at 40
of the participating schools. The influence of these practices and attitudes on the literacy development of
children enrolled in their classes (N=288), age range 5-8 years of which 53.8% are females was conducted
using measures of literacy acquisition of the learner, computed from locally developed paper and pencil
tests of Nyanja spelling recognition and orthographic awareness.
Results showed that the teachers endorsed the national curriculum, they are more in favour of the
learner centred approach over the teacher centred approach, and that although learners are different,
every child can learn. They believe they are more intrinsically motivated, although they believe that their
remuneration is inadequate. Further data analysis using mediation analysis (Hayes, 2012) revealed that
there was a significant indirect effect of the orthography awareness pre-test scores on the post-test score
through the teachers’ positive attitude towards the learner centred approach, the teacher’s endorsement of
the NBTL and the teacher’s beliefs in the adequacy of their salaries. For the Nyanja spelling recognition test
a significant indirect effect of pre-test on the post-test scores was also found for the teacher’s endorsement
of the curriculum.
The findings of this research show that Zambian first grade teachers’ beliefs and practices mediate
the process of literacy acquisition. These findings have implications for teacher training, policy related to
the role of teachers as stake holders and the need for further research in this area.
Keywords: Teachers; Beliefs; Literacy
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15:00–16:30
Symposium 14
Classroom quality and social-emotional competence in early childhood
Organizer:
Chair:
Discussant:
There is growing awareness of the importance of social-emotional development for early school success.
Children’s positive emotional expressiveness, close peer relationships, and ability to regulate emotions and
behaviors are crucial for children’s well-being as well as for learning in school (Denham, 2006; Denham et
al., 2012). For this reason, there is growing interest in understanding better how to facilitate young
children’s social-emotional development. This symposium brings together studies that examine the quality
of interactions between teachers and children and its associations with social and emotional skills in early
childhood.
The first study examines the associations between classroom quality and children’s self-control in
Dutch early childhood settings. The second study investigates the extent to which classroom quality
dimensions are associated with children’s social competence in Finnish preschool classrooms. The third
study examines the associations between preschool classroom quality and children’s emotion regulation
among Portuguese children. The fourth study focuses on the interactions between child care quality and
quantity in the prediction of children’s problem behaviors and prosocial skills. The four studies share the
same observational classroom measure, providing a consistent and comprehensive insight into the quality
of teacher-child interactions. Furthermore, these studies tap dimensions central to emotional and social
competence in several European countries, helping to gain a culturally sensitive understanding of young
children’s social-emotional development and teacher support.
Keywords: Classroom quality; Social-emotional development; Early childhood
Effects of Dutch ECEC quality on children’s self-regulation development between age two and three
Paul P. M. Leseman, Utrecht University, The Netherlands
Abstract:
Self-control, or the ability to suppress a dominant response in order to perform a subdominant response
(Kochanska, Murray, & Harlan, 2000) develops rapidly during early childhood and has been related to
development of conscience (Kochanska, Murray, & Coy, 1997), empathy (Rothbart, Ahadi, & Hershey,
1994), emotion regulation (Kochanska, et al., 2000), theory of mind and, academic skills (Blair & Razza,
2007). Also long term effects on adult psychological, behavioral, health, and economic outcomes have been
reported (Mischel, et al., 2011; Moffit, et al., 2011). Self-control has a temperamental basis and has shown
to be highly stable across childhood and adolescence, although maternal responsiveness also contributed
to the development of children’s self-control (Kochanska et al., 2000). Also, high quality of early childhood
education and care (ECEC) settings, as evidenced by a close teacher-child relationship, has shown to
contribute to children’s development of self-control (Silva et al., 2011).
The present longitudinal study PreCOOL examined the relation between Dutch ECEC quality and
children’s self-control development between ages two and three. For the current study data were used
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from a subsample of the PreCOOL study, including 924 children from 180 center based ECEC provisions.
Quality of these centers was assessed using the Classroom Assessment Scoring System (CLASS Toddler)
when children were two years old. The subscales Positive Climate, Negative Climate, Teacher Sensitivity,
Regard for Child Perspectives and Behavior Guidance were used for the current analyses. Children’s selfcontrol was assessed at age two and age three using snack delay and gift delay tasks.
In addition, data were used from a related in-depth study of 113 children in which children’s selfcontrol was rated, based on a newly developed observation rating scale, from a videotaped play episode of
15 minutes in which children played with kitchen play materials provided by the research assistant.
Overall, Dutch day care and preschool classrooms showed mid to high quality on the CLASS dimensions,
higher in comparison to results found for the US. Zero-order correlations revealed no associations between
children’s self-control, as measured with the delay of gratification tasks. Also, value-added multilevel
analyses revealed no associations between children’s self-control, as measured with the delay of
gratification, and ECEC quality, but indicated a medium-sized stability (β=.39) of children-self-control over
time.Preliminary analyses from the in-depth study showed several medium-sized correlations (r=.19-.29,
p<.10) between the observed self-control during play and ECEC quality. Absence of Negative Climate,
higher Teacher Sensitivity and Behavior Guidance were related to higher observed self-control. Further
multilevel analyses, accounting for the nested nature of the data, will be employed to investigate effects of
classroom quality while controlling for important child characteristics, such as gender and age, and will be
presented in the final paper. To conclude, the present study shows that self-control, as measured with the
delay of gratification, is not related to ECEC quality, but points to a more individually temperament based
component of self-control. Result from the in-depth study and implications for practice will be discussed.
The social competence in relation to observed classroom quality in Finnish preschool classrooms
Jenni Salminen, University of Jyväskylä, Finland
Abstract:
Becoming socially competent and constructive individuals, who can interact responsibly in different social
networks, is one of the central aims of Finnish preschool education for 6-year-olds. Teachers’ role in this
process is emphasized and in particular the higher quality of teacher-child interactions within such
contexts is known to influence children’s social and academic development. Several studies have used the
Classroom Assessment Scoring System (CLASS; Pianta, LaParo & Hamre, 2008) as a tool to assess the
quality of these interactions on three broader domains, namely: Emotional Support, Classroom
Organization, and Instructional Support. It is known that quality in the form of teachers’ Instructional
Support (Siekkinen et al., 2013) is connected to children’s social competence in the Finnish context. These
findings yielded domain level associations, but it is also of interest to see whether it is possible to tease out
differences further on the level of dimensions as previous studies have suggested that dimensions in
different combinations create variety between classrooms (LoCasale-Crouch et al., 2007; Curby, et al.,
2009; Salminen et al., 2012). Consequently, this study aimed to extend the previous findings in the Finnish
context and explore the associations between children’s social competence and classroom quality, by
asking to what extent observations of classroom quality at the level of the CLASS dimensions are associated
with classroom differences in children’s social competence.
Observations of classroom quality were conducted in 49 Finnish preschool classrooms,
participating the First Steps -study, using the Classroom Assessment Scoring System. Preschool teachers (n
= 49) were also asked to evaluate each child’s social competence in their classroom (n = 515) using the
MASCS (Kaukiainen, Junttila, Kinnunen & Vauras, 2005; Junttila et al., 2006). The 15 items were rated on a
4-point scale (1 = never; 4 = very frequently). The following four subscales were used in the analysis as
measures of social competence: Cooperation Skills and Empathy for prosocial behavior; Impulsivity and
Disruptiveness for antisocial behavior. The preliminary analyses were done by using the Pearson’s
correlation coefficient. The preliminary results showed that there was a positive relation between
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children’s prosocial behavior (especially empathy) and observed Instructional and Emotional Supports.
Antisocial behavior, especially Disruptiveness was negatively connected with Positive Climate,
Instructional Learning formats and Concept Development. Surprisingly, children’s Impulsivity was
positively associated with Teacher Sensitivity, Regard for Students Perspectives and Language Modeling.
The results suggest the importance of teachers’ sensitivity and regard for student’s perspectives for
enhancing empathy and cooperation skills above all, but simultaneously suggest rather mixed results
towards Impulsivity. Further, teachers’ pedagogical strategies in the form of Instructional Learning
Formats seem to be of importance in both the development of prosocial behaviors but may also play a role
in identifying and intervening to disruptive behavior in classrooms through providing meaningful activities
for children. The results will be further discussed with respect to preschool pedagogy and how teachers
could provide support for social competence as a part of daily interactions.
Observed classroom quality and emotional regulation among preschoolers in Portugal
Karine Verschueren, Catholic University of Leuven, Belgium
Carolina Guedes, University of Porto, Portugal
Abstract:
The quality of teacher-child interactions has been increasingly acknowledged as contributing to children’s
social development in early childhood (Burchinal et al., 2008; Mashburn et al., 2008). Considerable
research demonstrates that high-quality teacher-child interactions, such as Emotional support (e.g.,
teachers' warmth and sensitivity), Organizational support (e.g., efficient organization of students' behavior,
attention, and time), and Instructional support (e.g., teachers' purposeful stimulation of student analysis
and reasoning), is associated with children’s lower levels of problem behaviors and higher levels of social
skills, including positive peer relationships, assertiveness, high task orientation, and high frustration
tolerance (Burchinal et al., 2008; Mashburn et al., 2008). Little is known, however, about how the quality of
teacher-child interactions relates to emotional regulation. Emotional regulation refers to the processes of
managing and deliberately modulating emotions in a way that supports adaptive responses (Calkins &
Williford, 2009; Denham, 2006). These skills have been shown to play a significant role in children’s social
and academic competence (Blair, Denham, Kochanoff, & Whipple, 2004; Graziano, Reavis, Keane, & Calkins,
2007). In this study, we extend prior work by examining the associations between the quality of teacherchild interactions and children’s emotional regulation among preschoolers in one European country,
Portugal.
Participants were 193 Portuguese children (46% girls) from social disadvantaged areas and their
preschool teachers (N = 40). Children’s mean age was 5 years and 3 months (SD = 0.76). Mothers’ and
fathers’ mean level of education was 9 years and 37.8% of the families had incomes below the National
Minimum Salary. Trained observers rated the classroom quality via live observations using the Classroom
Assessment Scoring System Pre-K (CLASS; Pianta, La Paro, & Hamre, 2008). Teachers completed the
Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997), a 4-point scale that assesses core processes
involved in children’s emotional regulation (Cronbach's alpha = .70). Children were individually assessed
using two tasks of Preschool Self-Regulation Assessment (PSRA; Smith-Donald et al., 2007), the Toy Wait
and Snack Delay. A series of multilevel models were estimated using Mplus 6.1 (Muthén & Muthén, 19982008) and Full Information Maximum Likelihood (FIML) Estimation was used to address missing data.
Results revealed that, after controlling for child temperament, teachers’ strong emotional and
organizational support were associated higher levels of teacher-rated emotion regulation. Emotional
support was also related to observed emotional regulation. Instructional support was not related to any of
the measures of children’s emotional regulation. These results provide further evidence that the emotional
climate of teacher–child interactions can be important in helping children to use their emotion regulation
strategies successfully. Implications will be discussed.
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Discussant:
Effects of early child care quality on child social-emotional outcomes; Does quantity of care matter?
M. L. Broekhuizen, Utrecht University, The Netherlands
M. A. G. van Aken, Utrecht University, The Netherlands
J. S. Dubas, Utrecht University, The Netherlands
P. P. M. Leseman, Utrecht University, The Netherlands
Abstract:
Whereas high quantities of experienced child care have been linked to higher levels of behavior problems
(e.g., Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007; NICHD ECCRN, 2003, 2006), other studies have
found that high quality child care is related to more social competence and fewer behavior problems
(Burchinal et al., 2008; Mashburn et al., 2008; NICHD ECCRN, 2006). These negative effects of child care
quantity, but positive effects of child care quality, raise questions about possible combined effects of early
child care quantity and quality on child social-emotional development. Some studies have shown that
negative effects of high child care quantity could be partly compensated by high child care quality
(McCartney et al., 2010; Yamauchi & Leigh, 2011), whereas other studies have shown that positive effects
of high child care quality are strengthened for children experiencing high child care quantity (Burchinal et
al., 2008 Votruba-Drzal, Levine Coley, & Lindsay Chase-Lansdale, 2004). These studies depict the first
emerging and still inconclusive evidence regarding possible combined effects of child care quantity and
quality. The current study was designed to extend these results by examining within a country with high
variation in center-based child care quantity (The Netherlands) whether child care quality interacts with
child care quantity when predicting both parent and teacher-reports of child internalizing, externalizing
and prosocial behavior one year later.
To investigate this question, we used first (age 2) and second (age 3) wave data of the children in
center-based child care from the longitudinal cohort-study pre-COOL (n = 375). Emotional and behavioral
support is assessed with live-observations using the CLASS-Toddler (La Paro, Hamre, & Pianta, 2011), and
both teachers and parents reported on child internalizing, externalizing (BITSEA), and prosocial (SDQ)
behavior. Child care quantity varied from one to five days (M = 2.3).
We used Mplus 7.11 to sequentially estimate a series of multilevel models for all teacher-reported
outcomes simultaneously and for all parent-reported outcomes simultaneously. Results showed that there
were no longitudinal main effects of child care quantity on both teacher and parent reports of all socialemotional outcome measures. However, high levels of Emotional and Behavioral Support were related to
more teacher-rated prosocial behavior one year later (age 3). Furthermore, we found a cross-level
interaction for mother-reported externalizing behavior at age 3. Region of significance analyses showed
that when children spent >3 days in child care, high levels of Emotional and Behavioral Support were
related to less mother-reported externalizing problems at age 3. This result can be interpreted as a
strengthening effect of high quality child care.
This study stresses the importance of considering combined effects of child care quantity and
quality for understanding children’s social-emotional development. When studies only focus on main
effects, important associations between child care quality and child development may be overlooked,
especially in countries with high variation in time spent in care. Intervention strategies and policies can
benefit from this knowledge by not posing extensive child care as a risk factor, but as an opportunity to
strengthen child social-emotional development.
Symposium 15
Early language and literacy promotion at home and in (pre)school
Organizer:
Anu Kajamies, University of Turku, Finland
Chair:
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This symposium focuses on early adult-child interactions, language, and (pre)literacy development. It
brings together researchers with an interest in understanding how young children build up a rudimentary
vocabulary and the basics of grammar for communication with others, for acquiring social skills, and for
learning literacy skills. The first three papers address the question of how social experiences at home
and/or in day care settings influence what children attend to and learn from their relationships. The first
paper compares language development in children exposed to one and two home languages from birth and
explores predictors of bilingual and monolingual language acquisition from infancy to preschool age
(Silvén, Voeten, Kouvo, & Lundén). The second paper focuses on preschool-aged children’s literacy
experiences and discussions about the social world during shared book reading with their teachers in two
different cultural settings (Ziv, Aram, Boulus, & Smadja). The third paper presents an intervention program
for promoting preschool-aged children’s language development by involving both early childhood teachers
and parents (Kajamies, Mattinen, Räsänen, Hannula-Sormunen, & Lehtinen). The final paper focuses on the
long-term effects of language and (pre)literacy in children’s development from pre-school into
kindergarten and third grade (Lepola, Lynch, Kiuru & Niemi). Together, these papers lend support to the
view that high-quality social experiences in early childhood have beneficial effects on children’s school
readiness in kindergarten and academic skills at school.
Keywords: Adult-child interactions at home and in preschool; Language and literacy development;
Naturalistic interventions and effective parenting
Precursors of differences in early language learning in Finnish-Russian bilinguals compared to
Finnish monolinguals
Marinus Voeten, Radboud University Nijmegen, The Netherlands
Anna Kouvo, University of Turku, Finland
Maija Lundén, University of Tampere, Finland
Abstract:
According to current theory and research, human infants have a genetic disposition for learning in social
contexts from birth. The vast majority of studies have focused on children’s experiences with one language
even though simultaneous exposure to two or more languages is frequent all around the world. Although
the same innate and social mechanisms must be behind language acquisition (Kuhl et al., 2008), tracking
down the normative course and precursors of bilingual development has turned out to be a highly
challenging task. It is still not well known how progression in learning two languages depends on, for
example, age of acquisition, similarity of the language pairs, and context of exposure (Werker, 2012).
Typically developing children show large variability in vocabulary growth which has raised questions
about what factors explain individual differences in language acquisition. We address two questions in our
presentation: 1) how does early bilingual and monolingual language development progress from infancy to
preschool age, and 2) do perceptual and social mechanisms predict differences in language acquisition?
We have sought answers to these questions by following up children at 7, 11, 14, 18, 24, 36, and 48 months
using standard methods for assessing communication and language skills (observations, parental reports,
and tests). The participating families live in Finland. They were selected on the basis of the parents’ native
language. The bilingually raised children (N = 28) were exposed to a highly dissimilar language pair from
birth. All mothers were native speakers of Russian, the minority language in Finland, all fathers were native
speakers of Finnish, and no parent was a native Finnish-Russian bilingual. The parents spoke their own
language to the child. The parents in the monolingual families (N = 26) spoke exclusively Finnish with their
child. The two groups of families were largely comparable with respect to parents’ age, education, and
employment.
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Communication during mother-child and father-child play interaction at 7 but not at 11 months
predicted differences in vocabulary size at 14 months among monolinguals and bilinguals. This finding
suggests that a universal social mechanism is behind word learning before children typically start to
produce their first words. Processing of speech sounds at 7 months, when children begin to understand
words but well before they produce any words, was related to productive vocabulary size in the second and
third year of life, but not to rate of learning new words. The bilinguals as well as the monolinguals
displayed accelerating growth in learning Finnish words starting after 18 months. At this age typically
children start to combine words in their utterances. The bilinguals showed no acceleration in Russian, the
minority language. Even though all bilinguals heard mainly Russian through their primary caretakers, the
context of exposure changed beyond infancy as the children became increasingly exposed outside the home
to the majority language from early childhood educators and peers in the Finnish community, and such
experiences fostered acquisition of the majority language by preschool age.
Preschool teacher-child shared book reading interactions in different cultural settings in Israel:
Arabic - and Hebrew speaking teachers
Margalit Ziv, Al-Qasemi Academic College of Education, Israel
Dorit Aram, Tel Aviv University, Israel
Lina Boulus, Sachnin College, Israel
Marie-lyne Smadja, Tel Aviv University and Or-Yehuda Academic Center, Israel
Abstract:
Reading books and telling stories to preschool children at home and at preschool provide opportunities to
promote their language and literacy skills, as well as their theory-of mind. Reading interactions in which
children actively participate in conversations with adults and peers provide rich learning opportunities.
Preschool teachers routinely read books to children, followed by conversations about the book.
Two studies in different cultural settings in Israel explored the extent and manner of preschool teachers'
references to literacy and theory of mind topics during shared book reading with groups of 4- to 5 children.
We videotaped the interactions and analyzed teachers' reference to vocabulary, the book's plot, use of
different mental states (desires, emotions and cognitive states) and reference to central mental aspects
(e.g., false belief and mental causality).
Study 1 explored how Israeli Arabic-speaking teachers read and discuss books with children and
compared the conversations with 3- versus 5-year-old children. Participants were 46 teachers and 230
children. Two books were selected – one book's central theme was the character's false belief and the other
book's theme was deception. Findings revealed that teachers related to literacy and mental-state themes
during shared reading in both age groups and that they adapted the conversation to the children's age. In
teachers' conversations with 3-year-olds they focused on the book's vocabulary (rephrasing literary Arabic
phrases to spoken Arabic) and plot and discussed mainly simple mental states (e,g, the characters' desires
and simple emotions). During interactions with 5-year-olds, teachers elaborated on vocabulary and on the
characters' false belief.
Study 2 expanded study 1 and compared teachers' references to literacy and ToM components in
three contexts: storybook reading (the teacher reads the text, accompanied by the book's illustrations),
storybook reconstruction (the teacher familiarizes herself with the book's text and then tells the story,
using only the illustrations), and storybook telling (the teacher tells a wordless illustrated book).
Participants were 100 teachers and 505 4- to 5-year-old children. Three books were selected, all depicting
a story about the false belief of the main character. The main findings showed that during storybook
reading, teachers referred more to vocabulary than during storybook reconstructing and storybook telling.
During storybook telling, they used more mental-state terms than in the other two contexts, and during
story reconstruction and storytelling they elaborated more on the characters' false belief than during
storybook reading.
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Findings from the two studies complement each other and highlight the importance of guiding
teachers, in a culturally sensitive manner, how to read and tell books to children, while considering both
the children' age and the unique aspects of different book-related interactions. Integrating higher order
thinking and mental-state questions, while addressing the demanding nature of the Arabic language is a
challenge for Arabic-speaking teachers. Hebrew-speaking and Arabic speaking teachers alike should be
aware of the potential of both reading books and telling stories to children for providing them with
interdisciplinary, meaningful and enjoyable learning.
Scaffolding young children’s comprehension skills in daycare and at home
Anu Kajamies, University of Turku, Finland
Aino Mattinen, University of Turku and Niilo Mäki Institute, Finland
Erno Lehtinen, University of Turku, Finland
Abstract:
The importance of the quality of instructional support for children’s adaptive behavior and learning has
been emphasized (Silvén, Ahtola, & Niemi, 2003; Pakarinen et al, 2011; Vauras, Kinnunen, Kajamies, &
Lehtinen, 2013). To support young children’s learning we should improve the quality of adult-child book
sharing interactions by training teachers and parents intensively in dialogic reading (meta-analysis by Mol,
Bus, De Jong, & Smeets, 2008). In dialogic reading the child is encouraged to take an active role in
discussing about the story while the adult scaffolds the child's understanding of the plot and socioemotional interactions among the characters (Aram, Fine & Ziv, 2013; Huebner & Payne 2010; Wasik &
Bond, 2001; Whitehurst et al, 1994). Dialogic reading aims to promote joint attention and positive,
language-rich interactions between adults and children (Dickinson, Griffith, Golinkoff, & Hirsh-Pasek,
2012).
Because there are limited materials available for teachers and parents together to promote dialogic
reading (Brannon, Dauksas, Coleman, Israelson, & Williams, 2013) we developed an intervention to help
adults to sensitively and flexibly support children’s comprehension skills (cf. Fletcher, Cross, Tanney,
Schneider, & Finch, 2008; Vauras et al, 2013). The intervention was designed to be intensive, systematic
and long-term support particularly for those children who have difficulties in listening comprehension.
This paper describes the cognitive, metacognitive, and motivational aspects of the intervention and
analyses the effectiveness of it in developing children’s vocabulary, morphological and comprehension
skills and adult’s skills in scaffolding.
Altogether 170 four-year-old children participated in the study. A pre-, middle-, post-, and followup test design with a control group was used. Mastery of expressive vocabulary (Wechsler, 2009),
morphology (Lyytinen, 2003), and comprehension skills (Korkman, 2006; Paris & Paris, 2007; Lepola,
Peltonen & Korpilahti, 2009) were assessed. Based on difficulties in listening comprehension and language
skills assessed in pretest, 46 children were selected for the intervention group and 46 pairwise-matched
controls for the control group. Interventions were implemented in daycare by 21 teachers during 20
weekly sessions and at home by parents of 21 children during 10 weekly sessions. Materials, training and
counseling were provided to advance adults’ scaffolding. Implementation fidelity will be analyzed through
video-based interaction analysis and questionnaires. In all respects, the guidelines of the ethical committee
of the University of Jyväskylä are followed.
Results show that children’s vocabulary, morphological and comprehension skills developed
statistically significantly more in the intervention than in the control group. The results concerning the
vocabulary and morphology are in line with earlier research, and even more positive than before, because
the intervention improved the more demanding comprehension skills of the at-risk students (Mol et al,
2008; Sénéchal et al, 2008; Whitehurst et al., 1994). More detailed results of children’s learning and
interaction analysis will be presented in the symposium. The results show that teachers and parents are
170
willing to help their children, but they need intensive guidance and systematic materials to scaffold
learning effectively.
Oral language comprehension and decoding skills are independent predictors of reading
comprehension: A longitudinal study from preschool to grade 3
Janne Lepola, University of Turku, Turku
Julie Lynch, Saginaw Valley State University, Michigan
Abstract:
A number of studies have shown that reading comprehension is based on two skills: (a) decoding printed
text, and (b) understanding language accessed through decoding (Hogan et al., 2011). Comprehension and
language skills that are important for constructing of a coherent and meaning-based representation of the
text are, however, developing early in child’s life (Torppa et al., 2007). Longitudinal studies, especially
those drawing on Simple View of Reading model (Hoover & Gough, 1990) or spanning from preschool to
grade 3, have shown that the development of reading comprehension is based on both word decoding and
oral language or listening comprehension skills (Dufva et al., 2001; Kendeou, van den Broek, White, &
Lynch, 2009).
Studies have also shown that inference-making is required to make the text cohere as a whole
(Graesser et al., 1994), and the skill to make inferences is developing among preschool-aged children
(Kendeou et al., 2008). In addition, inference skills contribute to the development of oral language (Lepola
et al., 2012) and reading comprehension (Oakhill & Cain, 2012). The purpose of the present study was to
examine the development of oral language comprehension and decoding-related skills from preschool (age
4) through kindergarten (age 6) until grade 3 (age 9-10) in predicting reading comprehension in grade 3. In
addition, we were interested in examining the continuity of oral language comprehension.
Method: Ninety Finnish-speaking children (50 girls) participated in the five-year longitudinal study.
The subsample of 90 students was from 17 elementary schools (26 classrooms).
The children’s decoding skills, that is, letter knowledge and phonological awareness were assessed at Time
1 (age 4) and Time 2 (age 6). Oral language comprehension was assessed by three measures at Time 1 and
Time 2. Word definition task (WISC-III) was used to assess vocabulary. Listening comprehension was used
to evaluate the children’s memory for narrative (Vauras et al., 1995), and narrative picture book viewing
was used to assess children’s inference-making skills (Paris & Paris, 2003). Text reading speed was
assessed at Time 3 (Grade 3) by read-aloud of a 78-word narrative. Reading comprehension was assessed
at Time 3 by two narrative texts of the nationally normed reading test.
Results: We used structural equation modeling (SEM), first, to analyze the continuity and
developmental associations between of oral language comprehension and decoding skills, and secondly, to
delineate the role of oral language comprehension in predicting reading comprehension. The specified
model, tested by Mplus 5.1, fit well with the data, χ2(df = 84, N = 90) = 97.57, p =0.15, CFI = 0.97, RMSEA =
0.04, SRMR = 0.07. Model shows that oral language comprehension and text reading speed together
accounted 70% of variance in grade 3 reading comprehension. Oral language and text reading speed were
independent predictors of reading comprehension. Although decoding and oral language skills were
strongly related at age 4, they were not contributing to each other among Finnish-speaking children. The
theoretical and practical implications of the text-level skills such as inference-making will be discussed.
Paper session 22
171
The role of parents’ and teachers’ beliefs in children’s self-concept development during the First
Grade: Children’s skill level as a moderator?
Laura Pesu, University of Jyväskylä, Finland
Jaana Viljaranta, University of Jyväskylä, Finland
Abstract:
The study examined the role of teachers´ and parents´ beliefs in children´s domain specific self-concept of
ability development during the First grade. Further, the possible differences in these connections
depending on the child’s level of performance were examined. A total of 152 children and their parents and
teachers were followed up two times across the First grade, October and April. Children’s skills in math and
in reading were tested in individual testing situations. In the same context, their self-concept of ability was
assessed using an interview. Mothers’, fathers’, and teachers’ beliefs concerning children’s abilities were
assessed with posted questionnaires.
It has been suggested that children’s “self-concept of ability”, i.e. knowledge, image and perceptions
children have of themselves on a particular subject area (Bong & Skaalvik, 2003), develop in interaction
with other people (Dermitzaki & Efklides, 2000). In fact, parents´ and teachers´ beliefs concerning
children´s abilities have been suggested to play even a stronger role in children´s self-concept development
than children´s previous level of performance (e.g. Frome & Eccles, 1998).
The results of the present study showed that children’s self-concept of ability at the end of the First
grade was predicted besides by their previous level of self-concept of ability and performance, also by
teacher´s beliefs concerning children’s performance. However, the role of teachers’ beliefs was moderated
by the level of children’s performance: among high-achieving children the higher beliefs the teacher had
concerning the child’s abilities, the higher self-concept of ability the child showed later on. However, among
low-achieving children teachers’ beliefs did not predict children’s self-concept of ability development. The
results showed further that mothers’ and fathers’ beliefs did not predict children’s self-concept of ability
after taking into account the impacts of teachers’ beliefs and other predicting variables.
The results of the study can be capitalized on teachers´ education. For example, the fact that
teachers´ beliefs play a role in children´s self-concept of ability development particularly among high
performing children suggests that these beliefs may also contribute to the development of
underachievement among high performing children and, thus should be taken into account when thinking
the ways how to best support the children with different performance levels in the classroom.
Keywords: Self-concept of ability; Teacher´s beliefs; Parental beliefs
Parental attitudes towards instruction, language and learners’ literacy levels: A comparative study
of lower primary pupils in public schools in Nairobi, Kilifi and Narok counties in Kenya
Jacinta Aswani Kwena, Pwani University, Kenya
Newton Mukolwe, Masai Mara University, Kenya
Flora Malasi, Kenya Institute of Special education, Kenya
Lydia Kairanya, Kenya Institute of Special education, Kenya
Abstract:
Kenya, like her neighbors, is a multilingual country comprising of at least 42 languages based on the 42
ethnic groups. Each child hails from a given ethnic group and under normal circumstances, he/she would
have been introduced to the ethnic group’s language as the first language. In addition to this, there are the
national and official languages (Kiswahili and English) that children must learn. The average Kenyan child
must therefore learn at least three languages so as to communicate and live effectively in the society.
Educators note the value of mother tongue based education to improve the quality of education. Hence,
appropriate language policies that enable teachers to instruct in the language a child speaks most at home
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and understands well enough to learn academic content through, that is their mother tongue, as they learn
different languages improves pupils’ critical engagement with content, and fosters an environment of
mutual learning. The language policy in Kenya advocates mother-tongue based learning in early years of
primary education. In regions where different ethnicities reside the policy advocates the use of Kiswahili.
Incidentally, English is used as the primary language of instruction in most schools and it is introduced as
early as at pre-school levels of education. Kiswahili is only taught as a subject from standard one. As most
children in pre-school and primary schools return home after school, it is expected that their
parents/guardians will enhance and reinforce what has been taught in school through homework and
assignments given to them by the teachers and through general interaction and talks at home. This is not
possible because most parents cannot speak and read English. As evidenced by a recent country-wide study
(Uwezo, 2012) the levels of literacy among primary school age children remain below the expected level
(Uwezo, 2012). This is further evidenced by poor performance of pupils in the Kenya Certificate of Primary
Education (KCPE) national examinations in public schools compared to private schools. Based on this, it
was important to design a study that investigates the attitudes of parents towards English and/or as
instructional languages of their children in schools. This was done in a bid to discover whether parents’
attitude towards language of instruction influences the implementation of Kenya’s language-in-education
policy, hence, acquisition of competence and performance in basic literacy skills of children. This is an
ongoing comparative study, taking into account regional differences.
Keywords: Parental attitudes; Instructional language; Literacy levels
Parents’ nonstandard work and child wellbeing in early school years
Riitta-Leena Metsäpelto, University of Jyväskylä, Finland
Abstract:
Nonstandard working time pattern, referring to work scheduled outside the standard 9am to 5pm
weekdays, may bring about difficulties in combining the work and family particularly when parents have
underage children (Presser, 2003). The difficulties are related, for instance, to the supply of institutional
child care, which is more restricted in non-standard than standard working hours. The services also vary
across communities and countries, and often parents have to rely on a variety of strategies for arranging
child care (e.g., informal care by relatives) (Li et al., 2012). The difficulties are even more pronounced in
families with young school-aged children, that is, first- and second-graders (in the Finnish school system,
6/7-to-8-year-olds) (Rönkä et al., 2014). These children typically are excluded from the formal institutional
child care. Yet, their capabilities to fend for themselves are still developing and they should be protected
from spending extended periods home alone or unsupervised while their parents work in the evenings,
weekends, or nights.
The increasing prevalence of nonstandard working time among parents has raised a concern about
its possible impact on young school-aged children’s wellbeing and development. The present study will
address the following questions: What are the typical child care arrangements for first- and second-graders
in families where parents work nonstandard hours? How do the parents perceive these arrangements? Are
there implications for children’s socioemotional well-being?
This study is part of the Families 24/7 research project (Rönkä et al., 2014) which investigates the
impact of nonstandard working time pattern on family life and children’s wellbeing. The current study is
focused on parents who had young school-aged children (first- and second-graders) and who worked
regular (n = 11) or non-standard schedules (n = 26). The data is drawn from a survey that included both
open and structured/likert-type questions. Quantitative results showed that, when parents worked
nonstandard work schedules, their first- and second-graders were most often at home with the other
parent, in the after-school club, or with their siblings or friends. Compared to parents who worked regular
hours, the parents working nonstandard schedules were significantly more concerned about child care
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arrangements and their children had higher levels of emotional symptoms. Qualitative data indicated that
the parents felt that their working hours were incompatible with the schedules of other family members
and they had too little opportunities to spend time with their children. Overall, the findings confirm that
families with young school-aged children and parents working nonstandard schedules currently rely
primarily on informal child care. Children also spend time without adult supervision with siblings and
friends, and these arrangements possibly have negative implications for children’s emotional wellbeing.
Keywords: Nonstandard working time pattern; Child care arrangements; Socioemotional wellbeing
An evaluation of four community-based intervention homes for orphaned and vulnerable children
in Winam division, Kisumu county, Kenya
Jotham Ndolo Dinga, Kenyatta University, Kenya
Abstract:
Children's vulnerability has increasingly deteriorated due to unfavorable socio-economic, health and other
related factors. In Kenya, children have suffered serious impact due to the effect of HIV/AIDS and other
negative conditions related to parenting. Many such children have been left under the care of old
grandparents or older but still immature siblings. Inevitably such children are affected in social, behavioral,
physical and educational development. Of late some members of the society, out of purely personal concern
for the suffering of these children have come up with informal centres or children's homes where such
children are institutionalised or met on a regular basis to be assisted in various ways. There is limited
information on the nature of intervention which these basically philanthropic initiatives are providing to
these children and what specific activities they undertake to mitigate the children's conditions. The present
study looks at four community based intervention homes for vulnerable children in an administrative
Division comprising a slum in Kisumu City and a neighbouring rural Location. The four closely located
community based setups which the study will cover are 1) St. Rita Orphans and Vulnerable Home-Based
Care Support Group; 2) “Kazi Ngumu”(Kiswhili word literally meaning “Difficult Work”) Integrated Support
Group; 3) Agape Home Based Care Support Group for Orphans; 4) Bethel Orphans and Vulnerable
Children's Home-Based Care Group. The objectives of the study are a) to identify key factors underlying
children's vulnerability in the Division; b) to find out the various survival methods used by the affected
children; c) to find out the objectives of the case study homes; d) to find out the intervention activities of
the homes; and, e) to find out the impact of the four community based homes on the children's behaviour,
socialisation and education. Although the study will involve four homes, it will use a case study design,
which is suitable for meeting the objectives of the study. Data will be collected from a sample of the
children in the homes aged between 6 and 13, and from the caretakers of the homes and guardians or close
relatives of the children identified through the community-based home guardians. Data from children will
be gathered using an interview schedule to obtain information about their background and experiences,
both prior to and during the interventions. Data from the home caretakers will be collected through a focus
group discussion and questionnaires. Data from the children's guardians and relatives will be obtained
through interviews. Quantitative data analysis will be done using SPSS (Statistical Package for Social
Sciences). Data will also be analysed using qualitative method. Findings from the study will assist in
assessing the worth and value of the case home-based interventions, and in assisting the caretakers with
information on how to improve the effectiveness of the interventions.
Keywords: Intervention; Vulnerable; Children
Paper session 23
Stress and cognitive development in toddlers in daycare
174
Nina Sajaniemi, University of Helsinki, Finland
Elna Veilahti, University of Helsinki, Finland
Eira Suhonen, University of Helsinki, Finland
Abstract:
Stress regulation in humans is based on reciprocal activation of symphatetic adrenomedullary (SAM) and
hypothalamus-pituitary-adrenel (HPA) systems. Previous studies have established that the levels of HPArelated stress hormone cortisol in some children increase in day care, which may indicate that day care
environment is stressful for some children. Other stress indicator, SAM-related α-amylase (sAA) has been
studied much less in young children. It is known chronic stress cause harmful consequences for
development and well-being. However, the studies focusing on stress and cognitive development in
normative young children samples are rare. Our study is among the first ones investigating toddler’s
cortisol and α-amylase ratio at home and in day care and their association to children’s cognitive and
language skills.
This study was conducted within the framework of the early special education research project
“Children´s stress regulation and learning” (LASSO). The study sample consisted of 56 children (17 girls
and 19 boys) less than 3 years attending day care in Helsinki. Their cortisol and α-amylase levels were
measured from saliva during one day at home and one day in day care across five time points. Cognitive
and language abilities were assessed with the Bayley Scales of Infant and Toddler Development, which is
widely used both in national and international studies. The cortisol/sAA and sAA/cortisol ratios were
calculated. Pearson`s correlation was used in analysing the associations between stress regulation and
cognitive and language scores.
The results revealed that the cortisol levels in day care in the afternoon were statistically
significantly higher than the cortisol levels at home at a matching time point. sAA levels did not differ
statistically significantly between home and day care. Those children, whose cortisol levels increased in day
care from morning to afternoon, had significantly better cognitive abilities than children, whose cortisol
levels decreased during the day in day care. Also those children, whose cortisol values were tended to be
high in day care, scored higher in cognitive and receptive language scales, than children, whose cortisol
levels were average. It is possible that children with better cognitive and receptive language skills are
better at detecting potentially threatening situations and understanding cause and effect -relationships in
day care than other children and thus raise their cortisol levels more readily. It is important to improve the
quality of day care so that day care protects all children from stress.
Keywords: Stress; Toddler; Cognitive development
Executive control fosters young children’s processing of a computer game
Eva van de Sande, Radboud University Nijmegen, The Netherlands
Eliane Segers, Radboud University Nijmegen, The Netherlands
Ludo Verhoeven, Radboud University Nijmegen, The Netherlands
Abstract:
With the magnifying use of technology in early education, the debate about early computer interventions
seems to be turned from whether to use them into how to use them. Insights about the children’s learning
and behavioral processes while working with these programs are thus urgent. Core executive control
capacities that are necessary to benefit from such computer interventions are attentional and action
control. Attentional control enables the monitoring for problem-solving strategies and staying involved in
the computer task. And action control can help children to overcome random mouse clicking and off-task
fidgeting behavior while working with these ICT tasks.
The current study examined how both these types of executive control uniquely foster the learning
process in a computer game. In this game, there are different strategies to succeed. Children can play
reactively, by only solving problems that they were asked to, or proactively and exploratory, by initiating
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possible solutions and by exploring many different possibilities that the game provides. We let a 109
children play two consecutive times with a serious game, to enable examination of the learning progression
in such a game. Following a strict observation protocol, we examined how attentional and action control
benefit factors such as independency, problem-solving, off-task behavior, exploratory learning and verbal
responsiveness during the process of two consecutive sessions of the game.
We investigated how attentional and action control contributed to the initial learning process in
game one, and whether these contributions changed over the learning trajectory of the two consecutive
games. Results show that both types of executive control fostered the performance in the computer game.
Attentional control benefitted to factors such as problem-solving behavior, while action control helped to
stay focused to the task and to overcome irrelevant mouse behavior. Moreover, attentional control was
mostly demanded in the first game, while action control was more necessary when the children become
more familiar with the game, in the second time the children played. Moreover, mediation analyses showed
that attentional control fostered the performance of game two via learning processes in game 1.
Implications and future directions will be discussed during the presentation.
Keywords: Attentional control; Action control; ICT
A comparative study on reading performance and executive function skills between preschool and
non-preschool pupils in the first grade
Sylvia Mwanza, University of Zambia, Zambia
Mubanga Mofu, University of Zambia, Zambia
Abstract:
This study compared reading performance of pupils with and without preschool background in Zambia.
The objectives of the study were to: Establish whether there is a difference in reading and executive skills
between preschool and non-preschool pupils; Find out teacher’s views on reading and executive skill
differences between preschool and non-preschool pupils; and Assess how home reading contributes to
reading differences between preschool and non-preschool pupils. There were three hypotheses in this
study which are: First, there is no difference in reading executive skills between preschool and nonpreschool pupils. Second, there is no difference in predictors of reading between preschool and nonpreschool children.
The study used a survey design. The target population was 110, which consisted of 54 pupils with
preschool and 46 pupils without preschool and 10 teachers. Purposive non probability sampling
procedures was used in selecting participants. Test instruments for pupils and interview schedule guides
for teachers were piloted before they were used in the study. Data was analyzed quantitatively using the
statistical package for social sciences version 16 (SPSS) and qualitatively using emerging themes.
The study revealed that there were significant low reading levels among grade one pupils. It also showed
that there were no statistically significant differences in reading and executive skills between preschool
and non-preschool pupils. Nevertheless, the preschool pupils performed significantly well on letter
knowledge. It was also found out that poor emotional control is an advantage to pupils in crowded
classrooms of Zambia as there was a correlation between performing well on reading and having poor
emotional control.
It is recommended that the Zambian government revises the preschool syllabus so that it can also
be in a local language because it was observed that preschool children have problems with second language
acquisition and comprehension.
Keywords: Preschool; Nonpreschool; Executive functions
176
Gråsten, 132
Gravett, 95
Grodecka, 46
Groneß, 118
Guedes, 165
Gulbrandsen, 107
Gunzenhauser, 127
Hachfeld, 101, 111
Hahn, 77
Hakkarainen, 45
Hall, 16, 109
Hamre, 103, 127
Hanke, 115
Hännikäinen, 56
Hannula, 159
Hannula-Sormunen, 33, 34, 91, 144, 169
Hardy, 119
Hartinger, 50
Hashimoto, 121
Hein, 115
Heinig, 129
Hellstrand, 117
Hencke, 112, 113
Henning, 83, 85, 157
Henrichs, 135
Herholdt, 85
Hertel, 158
Hirvonen, 37
Hoekstra, 131
Hofman, 103
Holopainen, 45, 74, 97, 140
Huttunen, 68
Imai-Matsumura, 102, 157
Inglis, 34
Itel, 118
Izci, 150
Järnefelt, 81
Jensen, B, 94
Jensen, P, 94
Jere-Folotiya, 162
Joet, 106
Jõgi, 143
Jordan, 62, 113
Julius, 36
Kaczan, 46
Kahl, 154
Kairanya, 171
Kajamies, 166, 169
Author Index
Adi-Japha, 36
Adlerstein, 148
Aerila, 98
Aghakasiri, 26, 112
Aguiar, 55, 102, 137, 157
Ahonen, 70
Aksela, 105
Alasuutari, 81
Alatalo, 70
Alijoki, 151
Anders, 30, 101, 109, 110, 111, 129, 131
Aram, 168
Aricescu, 57
Aro, 96, 145
Aunio, 60, 61, 83, 117, 141
Aunola, 37, 75, 134, 142, 171
Babür, 138
Balzer, 83
Barkemeyer, 39
Barros, 38, 51, 126
Baruch, 63
Batchelor, 34
Bauer, 97
Bayerns, 86
Bertolini, 149
Bezuidenhout, 154
Björck-Åkesson, 58
Björn, 144, 146
Bjørnestad, 107
Bojorque, 34
Boom, 127
Bosker, 136
Boulus, 168
Braga, 122
Broekhuizen, 166
Bruns, 61, 93
Cadima, 38, 87, 120, 125, 126, 137, 163, 165
Cardarello, 149
Carreira, 51
Chansa-Kabali, 106
Cheung, 49, 97
Cierpka, 158
Cinar, 119
Coelho, 38, 59, 126
Compagnie, 78
Correia, 55, 102, 137
Cosnefroy, 106
Daniel, 55, 137, 157
Daru, 100
Datler, 153
de la Rie, 103
de Wit, 78
Dessus, 106
Deunk, 136
Devarennes, 82
Dinga, 173
Dinou, 160
Doppenberg, 78
Dubas, 166
Duchhardt, 62, 113
Ebert, 31
Eckerth, 115
Ehlert, 83, 84
Eichen, 61, 93
Eickhorst, 158
Ercetin, 138
Ereky-Stevens, 57, 153
Eskelä-Haapanen, 155
Esser, 33
Evangelou, 109
Fäsche,, 48, 127
Ferreira, 55, 87
Fialho, 55, 137
Flöter, 110
Fonseca, 157
Freitag-Amtmann, 65
Fritz-Stratmann, 83, 84
Fuchs, D., 146
Fuchs, L., 145
Fujita, 52
Fujiwara, 102
Funder, 153
Fyrsten, 47
Gambini, 122
Gandres, 51
Gärtner, 158
Georgiou, 74
Geyer, 50
Gilmore,, 34
Goff, 109
Grande, 59
Granlund, 58
177
178
Kaljonen, 47
Kammermeyer, 50, 135
Kanerva, 37, 146
Karila, 81
Kartal, 138
Katsadima, 160
Katschnig, 153
Kervin, 150
Kikas, 30, 32, 71, 143
Kiuru, 75, 100, 134, 170
Koch, 45, 97
Kofler, 45, 97
Koivula, 152
Kokkonen, 132
König, 39
Koponen, 75, 140, 142, 145
Korhonen, 117
Korkeamäki, 42
Kouvo, 167
Kroesbergen, 116
Kruger, 120
Kumpulainen, 154
Kwena, 171
Kyttälä, 37, 145
Laakso, 68, 125, 172
Lai Ping, 47
Larsen, 49
Lau, 99
Laursen, 134
Leal, 87, 120, 165
Lee, 132, 151
Lehrl, 31
Lehtinen, 169
Lepola, 170
Lerkkanen, 31, 56, 72, 74, 75, 100, 125, 128, 134,
142, 155, 159
Leseman, 56, 86, 88, 89, 116, 127, 129, 135, 163,
166
Leskinen, 58
Leuchter, 64, 76
Lewis Presser, 161
Liinamaa, 41
Lin, 99, 132, 143
Linnanmäki, 117
Liukkonen, 132
Lopes, 102
Lundén, 167
Lynch, 170
Lyons, 150
Lyytinen, 20
Mackowiak, 94
Mäkihonko, 45, 97
Malasi, 171
Malmberg, 153
Mantovani, 56, 109, 122
Markóczi-Revák, 53
Mascareño, 136
Mashal, 114
Mathers, 79
Matos, 87
Mattinen, 169
Mau, 151
May, 68
McCray, 130
McElvany, 119
Melasalmi, 54
Metsäpelto, 68, 172
Mevarech, 63, 114
Mikkola, 154
Mion, 122
Mizokawa, 90
Mofu, 175
Molenaar, 92
Mononen, 60, 61
Morrison, 16, 18, 86
Moser, 57, 80, 107
Mouton, 96
Möwes, 96
Mponji, 66
Mugambi, 43
Mukolwe, 171
Mulder, 88, 89, 163
Mullola, 37
Munachaka, 66
Murtorinne-Lahtinen, 68
Mwanza, 175
Naber, 76
Nemes, 149
Neuhauser, 90
Ngan, 48
Ngorosho, 139
Niemi, 31, 74, 75, 170
Nishioka, 157
Nislin, 151
Nousiainen, 149, 161
Nurmi, 31, 73, 74, 75, 82, 100, 134, 142
Sasaguchi, 102
Savvidou, 160
Schöbi, 69
Schöps, 77
Segers, 174
Sevón, 69
Sharir, 114
Siekkinen, 73, 74, 140
Sijko, 104, 112
Sikiö, 74, 140
Silinskas, 30, 31, 32, 100
Silvén, 91, 166, 167
Simeonsson, 57
Simsar, 150
Siraj-Blatchford, 30
Slot, 86, 89, 125, 127, 163
Smadja, 168
Smees, 79
Smidt, 123
Snow, 136
Soodla, 70, 71, 72
Sorariutta, 91
Spektor-Levy, 63
Stancel-Piątak, 112, 113
Stipp, 64
Stuck, 135
Suhonen, 151, 174
Sylva, 30, 56, 57, 79, 109, 112, 163
Taggart, 30
Takala, 132
Tapola, 60
Teepe, 92
Theron, 154
Thomaidou, 160
Toda, 121
Toivanen, 108
Tolvanen, 31
Tønnessen, 80
Torbeyns, 33, 34, 35
Törmä, 159
Torppa, 74
Tóth, 100
Tours, 150
Tuffentsammer, 110
Turja, 79, 125
Turunen, 75
Uka, 49
Nurra, 106
Ohle, 119
Paget, 109
Pakarinen, 37, 128, 164
Papantoniou, 160
Pauen, 158
Pavitola, 149
Peceguina, 137, 157
Peciukonyte, 78
Peixoto, 38, 120, 126
Penderi, 121
Peng, 146
Pessanha, 38
Pesu, 171
Petersen, 40, 95
Petker, 40
Pihlaja, 47
Pimentel, 51, 55
Pinto, 38, 57, 59, 120
Poikkeus, 31, 70, 72, 74, 100, 128, 155
Polet, 140
Poltz, 33
Poskiparta, 75
Puhakka, 156
Ragpot, 42, 85
Raittila, 79, 147
Räsänen, 33, 75, 117, 141, 142, 169
Rasku-Puttonen, 155
Rathé, 35
Razakowski, 119
Reikerås, 80
Rekalidou, 121
Reunamo, 65, 132, 151
Richardson, 141
Rönkä, 68, 172
Rönkkö, 98
Roos, 159
Rossbach, 31, 120, 131
Roux, 123, 135
Ruotsalainen, 72
Rycielska, 46
Rycielski, 46, 104, 112
Sajaniemi, 174
Salmi, 154
Salminen, Je., 164
Salminen, Jo., 58, 145
Sampa, 44, 66
Sandoval-Hernandez, 112
179
180
Ukkola, 42
Ulferts, 129
Uusi-Mäkelä, 161
Vahey, 161
van Aken, 166
van de Sande, 174
van der Aalsvoort, 78
van Gelderen, 103
Van Nijlen, 34
van Oers, 19
van Ravenswaaij, 88
van Schaik, 78
van Steensel, 103
van 't Noordende, 116
Vandenbroucke, 86
Vartiainen, 105
Vasalampi, 73
Veilahti, 174
Verhagen, 88
Verhoeven, 92, 174
Verschaffel, 34, 35
Verschueren, 86, 165
Vesisenaho, 161
Vieira, 87
Viljaranta, 37, 171
Virkkala, 37
Viteli, 161
Voeten, 167
Vogt, 118
Volman, 116
von Aster, 33
von Suchodoletz, 48, 49, 127
Vuorisalo, 147
Wadepohl, 94
Wang, 132, 151
Wangeri, 51
Wannack, 133
Weinert, 31
Wilke, 101, 111
Wong, 154
Würtz Rasmussen, 94
Wyschkon, 33
Zanchi, 161
Zhang, 75, 134, 141, 142, 143
Ziv, 168
Zumwald, 118
Zylicz, 46

The Conference Programme Book

Transcription

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