From phonetics to phonology : The emergence of first words in Italian

This study assesses the extent of phonetic continuity between babble and words in four Italian children followed longitudinally from 0; 9 or 0; 10 to 2;0-two with relatively rapid and two with slower lexical growth. Prelinguistic phonetic characteristics, including both (a) consistent use of specific consonants and (b) age of onset and extent of consonant variegation in babble, are found to predict rate of lexical advance and to relate to the form of the early words. In addition, each child's lexical profile is analyzed to test the hypothesis of non-linearity in phonological development. All of the children show the expected pattern of phonological advance: 'Relatively accurate first word production is followed by lexical expansion, characterized by a decrease in accuracy and an increase of similarity between word forms. We interpret such a profile as reflecting the emergence of word templates, a first step in phonological organization

I-MovE. An intervention to promote movement at childcare centers: Benefits for motor cognitive and socio-emotional development

The present contribution aimed to analyze the effects of a motor program intervention (i.e., I-MovE intervention) implemented indoors and outdoors at nursery school, on children’s motor, socio-emotional, and cognitive skills. The study uses a non-randomized pre-post test design. Participants were children attending twenty nursery schools in the North of Italy. The intervention activities were adapted to age: Level 1 activities were addressed to children between 6 and 12 months, and Level 2 activities were addressed to children between 13 and 43 months. Within each level, one group of children developed the intervention indoors (IN-group; Level 1: n = 10; Level 2: n = 104) and another group developed the intervention outdoors (OUT-Group; Level 1: n = 12; Level 2: n = 66). Finally, one additional group was involved as the control group (CONT-Group; Level 1: n = 15; Level 2: n = 98). Children’s motor, cognitive, and socio-emotional skills were assessed before and after the intervention by nursery school teachers. The main results showed that the motor intervention promoted children’s motor skills development in both groups (i.e., groups implementing Levels 1 and 2 activities) and the cognitive and socio-emotional skills in the older group (i.e., group implementing Level 2 activities), especially the group that performed the intervention outdoors

Home Language Activities and Expressive Vocabulary of Toddlers from Low-SES Monolingual Families and Bilingual Immigrant Families

Children from low-SES (socioeconomic status) and minority language immigrant families are at risk of vocabulary difficulties due to the less varied and complex language in the home environment. Children are less likely to be involved in home language activities (HLA) in interaction with adults in low-SES than in higher-SES families. However, few studies have investigated the HLA variability among low-SES, minority language bilingual immigrant families. This longitudinal study analyzes the frequency and duration of HLA and their predictive roles for expressive vocabulary acquisition in 70 equivalent low-SES monolingual and bilingual toddlers from minority contexts. HLA and vocabulary were assessed at 24 and 30 months in the majority language (Italian) and in total (majority+minority language) using parent and teacher reports. The frequency and duration of HLA in interaction with adults in total, but not in the majority language, at 24 months were similar for the two groups. These activities uniquely accounted for expressive vocabulary at 30 months, after accounting for total vocabulary at 24 months, in both groups. In conclusion, a minority-majority language context is not an additional risk factor for vocabulary acquisition if HLA is considered in interaction with adults in both languages. HLA are proximal environmental protective factors for vocabulary acquisition

Early Literacy Skills and Later Reading and Writing Performance Across Countries: The Effects of Orthographic Consistency and Preschool Curriculum

Background Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries. Method Three countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests. Results Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries. Conclusions Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices

Tell Me about Loneliness: Interviews with Young People about What Loneliness Is and How to Cope with It

From MDPI via Jisc Publications RouterHistory: accepted 2021-11-09, pub-electronic 2021-11-12Publication status: PublishedFunder: University of Manchester; Grant(s): 188130Background: loneliness is a common experience for adolescents, yet the voices of adolescents are missing from current conceptualisations of loneliness. That means, measures that have been created based on current conceptualisations may miss important contexts of adolescence, such as the roles of friendships, that determine the way loneliness is experienced. The current study aims to centre adolescent voices to identify how they conceptualise loneliness and what strategies they consider to be useful for adolescents to cope with loneliness. Method: thematic framework analysis (TFA) was conducted on qualitative interviews with young people aged 8–14 years in Belgium and Italy to identify salient themes in their conceptualisations of loneliness. Results: Loneliness was conceptualised as a negative emotional state involving negative thinking patterns that occurs when an individual perceives they are missing out on a desired aspect in their social relationships. Coping strategies related to alleviating negative affect, and aiding social reconnection. Conclusions: friendships with peers were understood to be central to adolescent loneliness experiences. In line with that, loneliness was seen to be experienced at school. Age-related differences in friendship expectations were identified, highlighting how developmental needs relate to the loneliness experience

Tell Me about Loneliness: Interviews with Young People about What Loneliness Is and How to Cope with It

Background: loneliness is a common experience for adolescents, yet the voices of adolescents are missing from current conceptualisations of loneliness. That means, measures that have been created based on current conceptualisations may miss important contexts of adolescence, such as the roles of friendships, that determine the way loneliness is experienced. The current study aims to centre adolescent voices to identify how they conceptualise loneliness and what strategies they consider to be useful for adolescents to cope with loneliness. Method: thematic framework analysis (TFA) was conducted on qualitative interviews with young people aged 8–14 years in Belgium and Italy to identify salient themes in their conceptualisations of loneliness. Results: Loneliness was conceptualised as a negative emotional state involving negative thinking patterns that occurs when an individual perceives they are missing out on a desired aspect in their social relationships. Coping strategies related to alleviating negative affect, and aiding social reconnection. Conclusions: friendships with peers were understood to be central to adolescent loneliness experiences. In line with that, loneliness was seen to be experienced at school. Age-related differences in friendship expectations were identified, highlighting how developmental needs relate to the loneliness experience

Lallazione e primo sviluppo del linguaggio: Una rassegna teorica

In anni recenti molti studi sul primo sviluppo fonetico e fonologico si sono concentrati su due aspetti: la descrizione dello sviluppo preverbale e l'esistenza di continuità tra questo periodo e il successivo sviluppo lessicale. Il presente lavoro discute gli studi osservativi e sperimentali che si sono focalizzati sul ruolo della lallazione sul primo sviluppo linguistico in bambini con sviluppo tipico e in bambini con ritardo di linguaggio. Sono analizzati e discussi i principali modelli teorici e i possibili indicatori predittivi di sviluppo linguistico atipico

Ascoltare il linguaggio dei bambini. Dalla comunicazione preverbale alle prime parole.

In volume prende in considerazione l'emergere della comunicazione verbale nel bambino, con particolare attenzione agli aspetti di continuit\ue0 tra competenze prelinguistiche e primo sviluppo lessicale. Viene presentata una panoramica della letteratura recente che, partendo da diversi modelli teorici di riferimento, ha fornito un contributo sul tema del primo sviluppo del linguaggio, in rapporto al contesto e alle competenze cognitive. In tale prospettiva, attenta agli aspetti metodologici, il volume si rivolge principalmente agli studenti ma anche a chi, a vario titolo, si occupa dello sviluppo del bambino in diversi contesti educativi