Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

Developing proficiency in the language(s) spoken in any given society is crucial for the inclusion and attainment of children in that society. With an enrolment rate in Norwegian early childhood education and care (ECEC) of 93.4% for children between age one and five, ECEC constitutes an important out-of-home learning environment for children in Norway. In this study, we examine how the quality of language-learning environments in toddler and preschool groups predicts children’s expressive vocabulary in the majority language depending on children’s home languages. Data from the quality rating scales ITERS R and ECERS-R were used to model quality factors related to expressive vocabulary in toddler and preschool groups. The sample included 1,078 children (876 children with parents who spoke the majority language exclusively, 104 children with one parent who spoke the majority language and one parent who spoke another language, and 57 children with no majority language speaking parents). The results show that the quality of the language-learning environment in toddler and preschool groups is positively associated with expressive vocabulary in the majority language at age three and five, but only for children whose parents spoke the majority language exclusively.publishedVersio

Educational language practices and language development in Early Childhood Education and Care

The overarching aim of the study is to examine staff educational language practices with children under 3 years in high-quality early childhood education and care (ECEC), and associations between ECEC quality and language development. The main research question is: What characterises educational language practices in Norwegian ECEC measured to high quality, and what are the associations between quality of the language-learning environment and vocabulary development? This question is explored to get a more comprehensive understanding of how to support early language development in ECEC. The theoretical framework builds on sociocultural perspectives on learning and social pragmatic perspectives on language development. This approach implies an understanding that adult–child interactions drive child development and contextual aspects (e.g., culture, tradition, and languages) are influential. Research on educational language practices and language development with children in ECEC under 3 is scarce (Dickinson, 2011; Melhuish et al., 2015). In a Norwegian and Nordic context, there are studies on staff–child and peer-to-peer interactions; however, few focus on educational aspects related to children’s learning processes (Bjørnestad, Pramling Samuelsson, & Bae, 2012). The aim of this study is to address the research gap using a multimethod approach focusing on 1) how preschool teachers describe planning, implementing, and assessing work on language; 2) staff–child verbal interactions across different situations; and 3) the associations between quality of language-learning environment and vocabulary development. Overall, this study contributes with three main findings. First, educational language practices with children under 3 in high-quality Norwegian ECEC are characterised by a child-centred holistic approach that provides a rich and meaningful language-learning environment (Article 1 and Article 2). Second, educational language practices in high quality ECEC with children under 3 years are characterised by the use of diverse and situated strategies for supporting language learning (Article 1 and Article 2). Third, language-learning environments for children under 3 characterised by staff being responsive to children, extending children’s communication, and facilitating conversations with children are related to vocabulary growth from 3 to 5 years (Article 3). Based on the findings, three topics are addressed in the discussion section. First, characteristics and possible challenges of child-centred educational language practices are discussed. The main strategy of providing rich and varied vocabulary is seen in relation to the childcentred approach. Second, contextual aspects influencing educational language practices are discussed. Characteristics of practices during free play, mealtime and circle time are discussed in relation to supporting language learning in an ECEC context. Third, aspects of the language learning environment, and the measures used, are discussed in relation to early language development. In total, these findings contribute to the discussion of how to develop high-quality ECEC for children under 3. This study shows the complexity of the subject and the need for highly skilled staff working with children under 3. This study adds to the research highlighting the importance of providing a high-quality language-learning environment in children’s early years

Educational language practices and language development in Early Childhood Education and Care

The overarching aim of the study is to examine staff educational language practices with children under 3 years in high-quality early childhood education and care (ECEC), and associations between ECEC quality and language development. The main research question is: What characterises educational language practices in Norwegian ECEC measured to high quality, and what are the associations between quality of the language-learning environment and vocabulary development? This question is explored to get a more comprehensive understanding of how to support early language development in ECEC. The theoretical framework builds on sociocultural perspectives on learning and social pragmatic perspectives on language development. This approach implies an understanding that adult–child interactions drive child development and contextual aspects (e.g., culture, tradition, and languages) are influential. Research on educational language practices and language development with children in ECEC under 3 is scarce (Dickinson, 2011; Melhuish et al., 2015). In a Norwegian and Nordic context, there are studies on staff–child and peer-to-peer interactions; however, few focus on educational aspects related to children’s learning processes (Bjørnestad, Pramling Samuelsson, & Bae, 2012). The aim of this study is to address the research gap using a multimethod approach focusing on 1) how preschool teachers describe planning, implementing, and assessing work on language; 2) staff–child verbal interactions across different situations; and 3) the associations between quality of language-learning environment and vocabulary development. Overall, this study contributes with three main findings. First, educational language practices with children under 3 in high-quality Norwegian ECEC are characterised by a child-centred holistic approach that provides a rich and meaningful language-learning environment (Article 1 and Article 2). Second, educational language practices in high quality ECEC with children under 3 years are characterised by the use of diverse and situated strategies for supporting language learning (Article 1 and Article 2). Third, language-learning environments for children under 3 characterised by staff being responsive to children, extending children’s communication, and facilitating conversations with children are related to vocabulary growth from 3 to 5 years (Article 3). Based on the findings, three topics are addressed in the discussion section. First, characteristics and possible challenges of child-centred educational language practices are discussed. The main strategy of providing rich and varied vocabulary is seen in relation to the childcentred approach. Second, contextual aspects influencing educational language practices are discussed. Characteristics of practices during free play, mealtime and circle time are discussed in relation to supporting language learning in an ECEC context. Third, aspects of the language learning environment, and the measures used, are discussed in relation to early language development. In total, these findings contribute to the discussion of how to develop high-quality ECEC for children under 3. This study shows the complexity of the subject and the need for highly skilled staff working with children under 3. This study adds to the research highlighting the importance of providing a high-quality language-learning environment in children’s early years

Patient characteristics and outcome in three different working models of home-based rehabilitation: a longitudinal observational study in primary health care in Norway

Background The organisation of health care services for older adults varies within and between countries. In Norway, primary care physiotherapy services offer home-based rehabilitation to older adults. The aim of this study was to compare patients’ characteristics and treatment outcomes in three working models of home-based rehabilitation. Methods Patients referred to home-based rehabilitation in a large municipality in Norway were invited to participate in this prospective observational study. The three working models, early intervention, reablement and regular physiotherapy, were organised according to the patients’ function and degree of independence. The older adults (≥ 65 years) were allocated to the different models by either a multidisciplinary group of health care personnel or by direct referral. Patients’ demographic and clinical characteristics, including physical function (Patient-specific functional scale, PSFS), physical performance (Short Physical Performance Battery, SPPB) and health-related quality of life (EQ-5D) were registered at baseline and follow-up (maximum 6 months after baseline). One-way ANOVA was used to analyse group differences in clinical characteristics and paired t-tests to analyse changes from baseline to follow-up. Results In total, 603 and 402 patients (median (interquartile range) age: 84 (77–88) years) completed baseline and follow-up assessments, respectively. Patients in all three working models had an increased risk for functional decline. Patients receiving early intervention (n = 62) had significantly (p < 0.001) better physical performance and health-related quality of life (SPPB mean 7.9, SD 2.7; EQ-5D:mean 0.59, SD 0.19), than patients receiving reablement (n = 132) (SPPB: mean 5.5, SD 2.6; EQ-5D: mean 0.50, SD 0.15) and regular physiotherapy (n = 409) (SPPB: mean 5.6, SD 2.8; EQ-5D: mean 0.41, SD 0.22). At follow-up, the three working models showed significantly improvements in physical function (PSFS: mean change (95 % CI): 2.5 (1.9 to 3.2); 1.8 (0.5 to 3.1); 1.7 (0.8 to 2.6), for regular physiotherapy, reablement, and early intervention, respectively). Patients receiving regular physiotherapy and reablement also significantly improved physical performance and health-related quality of life. Conclusions While older adults receiving reablement and regular physiotherapy showed similar patient characteristics and treatment outcomes, early intervention identified older patients at risk of functional decline at an earlier stage. These results are relevant for policy makers when designing and improving prevention and rehabilitation strategies in primary health care

Patient characteristics and outcome in three different working models of home-based rehabilitation: A longitudinal observational study in primary health care in Norway

Background The organisation of health care services for older adults varies within and between countries. In Norway, primary care physiotherapy services offer home-based rehabilitation to older adults. The aim of this study was to compare patients’ characteristics and treatment outcomes in three working models of home-based rehabilitation. Methods Patients referred to home-based rehabilitation in a large municipality in Norway were invited to participate in this prospective observational study. The three working models, early intervention, reablement and regular physiotherapy, were organised according to the patients’ function and degree of independence. The older adults (≥ 65 years) were allocated to the different models by either a multidisciplinary group of health care personnel or by direct referral. Patients’ demographic and clinical characteristics, including physical function (Patient-specific functional scale, PSFS), physical performance (Short Physical Performance Battery, SPPB) and health-related quality of life (EQ-5D) were registered at baseline and follow-up (maximum 6 months after baseline). One-way ANOVA was used to analyse group differences in clinical characteristics and paired t-tests to analyse changes from baseline to follow-up. Results In total, 603 and 402 patients (median (interquartile range) age: 84 (77–88) years) completed baseline and follow-up assessments, respectively. Patients in all three working models had an increased risk for functional decline. Patients receiving early intervention (n = 62) had significantly (p < 0.001) better physical performance and health-related quality of life (SPPB mean 7.9, SD 2.7; EQ-5D:mean 0.59, SD 0.19), than patients receiving reablement (n = 132) (SPPB: mean 5.5, SD 2.6; EQ-5D: mean 0.50, SD 0.15) and regular physiotherapy (n = 409) (SPPB: mean 5.6, SD 2.8; EQ-5D: mean 0.41, SD 0.22). At follow-up, the three working models showed significantly improvements in physical function (PSFS: mean change (95 % CI): 2.5 (1.9 to 3.2); 1.8 (0.5 to 3.1); 1.7 (0.8 to 2.6), for regular physiotherapy, reablement, and early intervention, respectively). Patients receiving regular physiotherapy and reablement also significantly improved physical performance and health-related quality of life. Conclusions While older adults receiving reablement and regular physiotherapy showed similar patient characteristics and treatment outcomes, early intervention identified older patients at risk of functional decline at an earlier stage. These results are relevant for policy makers when designing and improving prevention and rehabilitation strategies in primary health care

Table_1_Verbal and non-verbal skills in early childhood: dimensionality, developmental trajectories, and gender differences.DOCX

This study examines the dimensionality of and relationships between two subscales from the British Ability Scales – Third Edition, measuring verbal (expressive vocabulary) and non-verbal (reasoning) cognitive skills for toddlers (age three) and preschoolers (age five), in a Norwegian context across genders. Descriptive statistics revealed item selection criteria that included specific items within each subscale. Subsequently, Confirmatory Factor Analysis established the subscales’ dimensionality (Naming Vocabulary and Picture Similarities; N = 1094) and confirmed measurement invariance across genders. Further, the relationships between the verbal and non-verbal factors were investigated using correlation analysis and Structural Equation Modeling. The findings revealed that the verbal factor at age three strongly predicted the verbal factor at age five and significantly influenced the non-verbal factor at age five. The non-verbal factor at age three exhibited a moderate predictive relationship with the non-verbal factor at age five, and did not significantly predict the verbal factor at age five. In terms of gender differences, girls showed higher scores on the verbal factor at age three, and a stronger correlation between the non-verbal factor at age three and the verbal factor at age five. In summary, this research provides valuable insights into cognitive skill measurement and development in a Norwegian context and highlights possible variations across gender. The study’s findings, limitations, and implications are discussed.</p