Using Verb Extension to Gauge Children’s Verb Meaning Construals: The Case of Chinese

Verb extension is a crucial gauge of the acquisition of verb meaning. In English, studies suggest that young children show conservative extension. An important test of whether an early conservative extension is a general phenomenon or a function of the input language is made possible by Chinese, a language in which verbs are more frequent and acquired earlier. This study tested whether 3-year-old Chinese children extended a group of familiar verbs that specify various ways to carry objects. Shown videos that portrayed typical, mid-typical, or atypical carrying actions (as verified by Chinese adults), children were asked to judge whether they were examples of specific Chinese carry verbs. Children’s verb extensions were mostly limited to typical exemplars, suggesting that an early conservative extension may be universal. Furthermore, extension breadth was related to the onset of verb production: verbs acquired earlier elicited more extension judgments than those acquired later

Portrait of early science education in majority dual language learner classrooms: Where do we start?

Despite the growing interest in early science education, there is much left to be explored, particularly in majority Dual Language Learning (DLL) classrooms. The current study examined 1) early science opportunities across classroom contexts in majority Spanish-English DLL Head Start classrooms, 2) the languages (i.e., English and Spanish) that teachers used to engage DLL children in science, 3) and how teachers’ discussion of scientific and engineering practices and disciplinary core ideas related to children’s academic outcomes. In a sample of 411 children (ages 3-5) from 34 Head Start classrooms, the current study found that teachers discussed and encouraged more practices during science lessons than circle time, dramatic play, and story time. There were no differences in teachers’ discussion of core ideas across contexts. Teachers used the same amount of English and Spanish to discuss practices and core ideas. Teaching physical science was associated with children’s science outcomes. Making observations and discussing life science were associated with children’s math outcomes. Teaching math, making observations, and developing and using models were related to children’s executive functioning. Findings from this study demonstrate that science opportunities occur across preschool classroom settings. Additionally, it provides evidence that teachers may be supporting DLL children’s home language while discussing science. Finally, results indicate that teaching science supports children’s academic performance in several outcomes. These findings have implications for DLL education policy as science may be a domain where teachers can support children’s home language and their learning across multiple domains

Beyond Counting Words: A paradigm Shift for the Study of Language Acquisition

The 30-million-word gap, the quantified difference in the amount of speech that children growing up in low-resourced homes hear compared to their peers from high-resourced homes, is a phrase that has entered the collective consciousness. In the discussion of quantity, the complex and nuanced environments in which children learn language were distilled into a singular metric—number of words. In this article, we propose examining children’s language environments by focusing on what caregivers communicate to children and how they communicate it. Focusing on the features of the language environment promotes a more inclusive approach to understanding how children learn and the diverse contexts in which that learning occurs

Assessing the Language of 2-year-olds: From Theory to Practice

Early screening for language problems is a priority given the importance of language for success in school and interpersonal relationships. The paucity of reliable behavioral instruments for this age group prompted the development of a new touchscreen language screener for 2-year-olds that relies on language comprehension. Developmental literature guided selection of age-appropriate markers of language disorder risk that are culturally and dialectally neutral and could be reliably assessed. Items extend beyond products of linguistic knowledge (vocabulary and syntax) and tap the process by which children learn language, also known as fast mapping. After piloting an extensive set of items (139), two phases of testing with over 500 children aged 2; 0–2; 11 were conducted to choose the final 40-item set. Rasch analysis was used to select the best fitting and least redundant items. Norms were created based on 270 children. Sufficient test-retest reliability, Cronbach\u27s alpha, and convergent validity with the MB-CDI and PPVT are reported. This quick behavioral measure of language capabilities could support research studies and facilitate the early detection of language problems

Classification Accuracy of the Quick Interactive Language Screener for Preschool Children with and without Developmental Language Disorder

This research examined the classification accuracy of the Quick Interactive Language Screener (QUILS) for identifying preschool-aged children (3;0 to 6;9) with developmental language disorder (DLD). We present data from two independent samples that varied in prevalence and diagnostic reference standard

The Power of Play: A Pediatric Role in Enhancing Development in Young Children

Children need to develop a variety of skill sets to optimize their development and manage toxic stress. Research demonstrates that developmentally appropriate play with parents and peers is a singular opportunity to promote the social-emotional, cognitive, language, and self-regulation skills that build executive function and a prosocial brain. Furthermore, play supports the formation of the safe, stable, and nurturing relationships with all caregivers that children need to thrive