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Children's Language Learning: An Interactionist Perspective / Robin S. CHAPMAN in Journal of Child Psychology and Psychiatry, 41-1 (January 2000)
[article]
Titre : Children's Language Learning: An Interactionist Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Robin S. CHAPMAN, Auteur Année de publication : 2000 Article en page(s) : p.33-54 Langues : Anglais (eng) Mots-clés : Child development comprehension language language disorder learning communication environmental influences genetics normal development Index. décimale : PER Périodiques Résumé : This review of children's language learning considers historical accounts of acquisition and individual variation, recent advances in methods for studying language learning, research on genetic and environmental input that have contributed to the interactionist perspective, and the relevance of cross-disciplinary work on language disorders and the biology of learning to future theories. It concludes that the study of children's language development is converging on an interactionist perspective of how children learn to talk, incorporating the contributions of both nature and nurture to emergent, functional language systems. Language learning is viewed as an integration of learning in multiple domains. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-1 (January 2000) . - p.33-54[article] Children's Language Learning: An Interactionist Perspective [Texte imprimé et/ou numérique] / Robin S. CHAPMAN, Auteur . - 2000 . - p.33-54.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-1 (January 2000) . - p.33-54
Mots-clés : Child development comprehension language language disorder learning communication environmental influences genetics normal development Index. décimale : PER Périodiques Résumé : This review of children's language learning considers historical accounts of acquisition and individual variation, recent advances in methods for studying language learning, research on genetic and environmental input that have contributed to the interactionist perspective, and the relevance of cross-disciplinary work on language disorders and the biology of learning to future theories. It concludes that the study of children's language development is converging on an interactionist perspective of how children learn to talk, incorporating the contributions of both nature and nurture to emergent, functional language systems. Language learning is viewed as an integration of learning in multiple domains. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Practitioner Review: Communicating with Hospitalised Children: Review and Application of Research Pertaining to Children's Understanding of Health and Illness / Helen RUSHFORTH in Journal of Child Psychology and Psychiatry, 40-5 (July 1999)
[article]
Titre : Practitioner Review: Communicating with Hospitalised Children: Review and Application of Research Pertaining to Children's Understanding of Health and Illness Type de document : Texte imprimé et/ou numérique Auteurs : Helen RUSHFORTH, Auteur Année de publication : 1999 Article en page(s) : p.683-691 Langues : Anglais (eng) Mots-clés : School children communication concept development learning normal development hospitalisation Index. décimale : PER Périodiques Résumé : There is growing recognition amongst child health care practitioners of children's rights to be informed about their condition and treatment, and to be actively involved in decisions pertaining to their care. In order to facilitate such understanding, there is a need to explore the ways in which such concepts can best be communicated, in particular to younger children whose conceptual ability may be regarded as limited. Consideration of the literature on how children's conceptualisation of health and illness develops reveals diverse perspectives, with seminal work heavily influenced by the work of Piaget (1929), and a belief that the understanding of younger children may be minimal. However, more contemporary theorists refute such beliefs, suggesting that children may have far more potential to understand complex illness concepts than they have previously been given credit for. The work of Carey (1985) and Vygotsky (1962) offers alternative developmental theories congruent with this perspective, which might more appropriately underpin current practice. A variety of clinical situations are then explored in the light of this debate, including preparation of children for hospitalisation, their competence to consent, their views of pain and death, and approaches to child health promotion. Guidelines are offered to practitioners throughout, with the aim of enhancing children's understanding of their conditions, and their active participation in care, which in turn has the potential to optimise care delivery. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-5 (July 1999) . - p.683-691[article] Practitioner Review: Communicating with Hospitalised Children: Review and Application of Research Pertaining to Children's Understanding of Health and Illness [Texte imprimé et/ou numérique] / Helen RUSHFORTH, Auteur . - 1999 . - p.683-691.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-5 (July 1999) . - p.683-691
Mots-clés : School children communication concept development learning normal development hospitalisation Index. décimale : PER Périodiques Résumé : There is growing recognition amongst child health care practitioners of children's rights to be informed about their condition and treatment, and to be actively involved in decisions pertaining to their care. In order to facilitate such understanding, there is a need to explore the ways in which such concepts can best be communicated, in particular to younger children whose conceptual ability may be regarded as limited. Consideration of the literature on how children's conceptualisation of health and illness develops reveals diverse perspectives, with seminal work heavily influenced by the work of Piaget (1929), and a belief that the understanding of younger children may be minimal. However, more contemporary theorists refute such beliefs, suggesting that children may have far more potential to understand complex illness concepts than they have previously been given credit for. The work of Carey (1985) and Vygotsky (1962) offers alternative developmental theories congruent with this perspective, which might more appropriately underpin current practice. A variety of clinical situations are then explored in the light of this debate, including preparation of children for hospitalisation, their competence to consent, their views of pain and death, and approaches to child health promotion. Guidelines are offered to practitioners throughout, with the aim of enhancing children's understanding of their conditions, and their active participation in care, which in turn has the potential to optimise care delivery. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 The Use of Orthographic Analogies in Learning to Read Chinese / Connie Suk-Han HO in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
[article]
Titre : The Use of Orthographic Analogies in Learning to Read Chinese Type de document : Texte imprimé et/ou numérique Auteurs : Connie Suk-Han HO, Auteur ; Wai-Ling WONG, Auteur ; Wing-Sau CHAN, Auteur Année de publication : 1999 Article en page(s) : p.393-403 Langues : Anglais (eng) Mots-clés : School children reading normal development analogy Chinese Index. décimale : PER Périodiques Résumé : Two studies, comprising training in phonological analogy and semantic analogy with pre- and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.393-403[article] The Use of Orthographic Analogies in Learning to Read Chinese [Texte imprimé et/ou numérique] / Connie Suk-Han HO, Auteur ; Wai-Ling WONG, Auteur ; Wing-Sau CHAN, Auteur . - 1999 . - p.393-403.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.393-403
Mots-clés : School children reading normal development analogy Chinese Index. décimale : PER Périodiques Résumé : Two studies, comprising training in phonological analogy and semantic analogy with pre- and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124