Infant Behavior and Development, Год журнала: 2023, Номер 74, С. 101914 - 101914
Опубликована: Дек. 7, 2023
Язык: Английский
First Language, Год журнала: 2024, Номер unknown
Опубликована: Ноя. 8, 2024
Children across the world acquire their first language(s) naturally, regardless of typology or modality (e.g. sign spoken). Various attempts have been made to explain puzzle language acquisition using several approaches, trying understand what extent it can be explained by children bring language-learning situations as well they learn from input and interactive context. However, most these approaches consider only speech development, thus ignoring inherently multimodal nature human language. As a view is becoming more widely adopted for study adult language, approach inevitable. Not do capacity spoken equally easily, but consists learning coordinate linguistic expressions in both modalities, that is, gesture. To provide step forward this direction, article aims synthesize findings research studies take perspective on different languages, including development accompanying gestures. Our review shows while some aspects seem modality-independent, others might differ according affordances each when used separately together (either sign, speech, and/or gesture). We argue need integrated into our understanding acquisition. also identify which areas future acquisition, taking account not cross-linguistic variation.
Язык: Английский
Процитировано
11
European Journal of Developmental Psychology, Год журнала: 2025, Номер unknown, С. 1 - 23
Опубликована: Март 25, 2025
Язык: Английский
Процитировано
0
Estudos de Psicologia (Campinas), Год журнала: 2025, Номер 42
Опубликована: Янв. 1, 2025
Abstract Objective The study investigates how intentional actions of a teacher, through the use objects by 2- to 3-year-old children in educational settings, promoting emergence indicators related executive functions. Method Videos situations conducted teacher with 12 public school were analyzed. analysis focused on semi-structured task carried out after shared reading children’s book, aiming observe teacher’s interventions, uses objects, and actions. Results results indicate that interventions appeared restrict semiotic dynamics involving books, little anticipation expected outcomes at key moments activity. These limited promotion functions during interactions. However, it was observed some able regulate their exert level control over task. Conclusion It is concluded that, although mediation could have promoted greater challenges, demonstrated self-regulation. This suggests action handling can, extent, foster development control, even minimally directed interventions. highlights need for more planned pedagogical practices impact processes functioning from early years Early Childhood Education.
Язык: Английский
Процитировано
0
Estudos de Psicologia (Campinas), Год журнала: 2025, Номер 42
Опубликована: Янв. 1, 2025
Resumo Objetivo O estudo investiga como a ação intencional da professora partir do uso de objetos por crianças 2 3 anos em situações educativas favorece emergência indicadores relacionados com as funções executivas. Método Foram analisados vídeos conduzidas uma 12 escola pública. A análise concentrou-se tarefa semiestruturada realizada após leitura compartilhada um livro infantil, o intuito observar intervenções professora, os usos dos e ações das crianças. Resultados Os resultados indicam que realizou pareciam restringir dinâmicas semióticas envolvendo livros, pouca antecipação esperados momentos-chave atividade. Essas restringem promoção executivas nas durante interações. No entanto, observou-se algumas conseguiram regular suas gerar algum tipo controle na tarefa. Conclusão Conclui-se que, embora mediação poderia ter promovido maiores desafios, demonstraram autorregulação. Isso sugere manuseio podem, certa medida, favorecer desenvolvimento executivo, mesmo pouco direcionadas. aponta para necessidade práticas pedagógicas mais intencionais planejadas impactem nos processos funcionamento executivo desde primeiros no Ensino Infantil.
Процитировано
0
Autism and child psychopathology series, Год журнала: 2025, Номер unknown, С. 85 - 102
Опубликована: Янв. 1, 2025
Язык: Английский
Процитировано
0
Autism and child psychopathology series, Год журнала: 2025, Номер unknown, С. 45 - 61
Опубликована: Янв. 1, 2025
Язык: Английский
Процитировано
0
European Journal of Psychology of Education, Год журнала: 2024, Номер 39(4), С. 4671 - 4702
Опубликована: Авг. 22, 2024
Язык: Английский
Процитировано
2
New Ideas in Psychology, Год журнала: 2023, Номер 72, С. 101049 - 101049
Опубликована: Сен. 15, 2023
We consider it necessary to consolidate a developmental theory of Executive Functions. Research based on standardized tasks have limitations that makes difficult study and analyze their development with children under the age two years. To address these issues, we present constructivist, pragmatic, semiotic, sociocultural perspective early Functions in everyday situations. propose place detailed analysis children's action at center research. This allows us goals means, as well search for understanding. In this perspective, uses objects gestures are means employ achieve build include three paradigmatic illustrations exemplify approach.
Язык: Английский
Процитировано
5
Infant Behavior and Development, Год журнала: 2024, Номер 74, С. 101927 - 101927
Опубликована: Фев. 29, 2024
Infants actively initiate social interactions aiming to elicit different types of responses from other people. This study aimed document a variety communicative initiated by 18-month-old Turkish infants diverse SES (N = 43) with their caregivers in natural home settings. The infant-initiated such as use deictic gestures (e.g., pointing, holdouts), action demonstrations, vocalizations, and non-specific play actions were coded video recordings classified into two categories need-based non-need-based. Need-based further a) biological feeding); b) socio-emotional cuddling), non-need-based (i.e., intentions) expressive, requestive; c) information/help-seeking; d) information-giving. Infant-initiated (88%) more prevalent compared (12%). Among the interactions, 50% at expressing or sharing attention emotion, 26% requesting an object action, 12% seeking information help. information-giving events rare. We investigated effects familial infant sex, finding no effect either on number interactions. These findings suggest that 18 months, communicate partners fulfil motivations using wide range verbal nonverbal behaviors, regardless sex socio-economic background. thoroughly characterizes detailed spontaneous bids hard-to-access contexts (infants' daily lives home) traditionally underrepresented non-WEIRD population.
Язык: Английский
Процитировано
1
Опубликована: Май 9, 2024
Ostensive communication (Sperber & Wilson, 1995) involves both an informative and a communicative intention: The communicator draws attention not only to the information she intends convey but also her intention it. This elicits expectation of relevance in addressees that guides them interpreting communicated. notion ostensive has been influential pragmatics, developmental psychology, comparative psychology raises many questions. In light much relevant research, elaborations, criticisms over years, we put forward revised, broadened, more explicit, explanatory account role played it by cognitive expectations social cooperativeness. We distinguish two forms ostension: basic ostension communicators give direct evidence communicated; mentalistic communication, they indirect this giving their interpret findings (such as Gómez 1986) suggesting basic, non-mentalistic form evolved great apes solution problems opportunities presented intentional communication. discuss Csibra Gergely’s (2009) “natural pedagogy theory” claim is specifically adapted for transmission general knowledge children. Correcting earlier pragmatic theories inspired Grice (1989) (including our own), argue typical verbal makes use ostension.
Язык: Английский
Процитировано
1