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Language of assessment matters: Early learning outcomes when preschool children are tested in isiXhosa mother tongue vs in English: The language of learning and teaching
BackgroundMany young children in South Africa are enrolled in early learning programmes (ELPs) that use a different language of learning and teaching (LOLT) from their mother tongue. In which language should they be assessed?AimTo investigate the effect of the language of testing on Early Learning Outcomes Measure 4&5 (ELOM 4&5) performance.SettingPreschool Programmes.MethodsThe nationally standardised ELOM 4&5 was administered to isiXhosa-speaking children (39 boys and 46 girls) attending English LOLT programmes (mean age = 62.12 months; standard deviation [sd] = 4.36). The language of assessment order was counterbalanced (English first and isiXhosa second or vice versa). A mixed linear model with fixed and random effects was fitted with ELOM 4&5 Total score at assessment time 2 in language 2 (English or isiXhosa) as the dependent variable. The model included the following predictors: ELOM 4&5 Total score in the language assessed at time 1, days between assessments, sex, age in months and ratings of Task Orientation.ResultsChildren performed better in isiXhosa regardless of the language of administration order. Children assessed in English first performed better when tested in isiXhosa second.ConclusionEarly Learning Outcomes Measure 4&5 test scores of English LOLT isiXhosa-speaking children in ELPs are likely to be more valid indicators of their ability when children are tested in their mother tongue language.ContributionThis first South African study to investigate the effects of language of test administration on ELOM 4&5 performance in children attending English LOLT programmes indicates that isiXhosa speakers should be assessed in their mother tongue as required by the national home language assessment policy.
Journal Article
Learning theories for early years practice
Understanding and applying learning theories is crucial to the transition from study or training, to practice in a real-world setting. This new textbook will prepare the reader by demonstrating how key learning theories pan out in practice, with the aid of photographs, examples and clear explanations. Divided into three main sections, Early Influences, Modern Influences, and Challenges for Theorists in a Changing World, this author identifies the key theorists in early childhood, past and present, before linking them to the main issues and developments that face early years practitioners today. An explanation of each key theorist is guided by a clear structure, including: links to other theorists; strengths and weaknesses of the theory; the theory in practice. Packed full of case studies, activities, points for discussion, extended and recommended reading, this is a fantastic resource for students and teachers who want to build a strong foundation in learning theories, to enable them to support the young children in their care as effectively as possible -- Provided by the publisher.
Book
Relationships between writing, reading, and proficiency in Chinese immersion
This study aimed to further understanding of immersion language development by examining in‐class freewriting, classroom‐assessed reading, and year‐end STAMP 4Se proficiency levels in 4th‐grade Chinese immersion over an academic year. Specifically, we aimed to understand (1) how learners express themselves in freewriting, (2) growth in freewriting and Chinese reading levels across the year, and (3) relations between classroom‐based measures and proficiency measured by year‐end standardized tests of Chinese (STAMP 4Se). In freewriting, students used combinations of Chinese characters, Pinyin, homophones, English, and pictures. Writing and reading levels grew over the year, though the range was wide. Student reading levels measured by teachers were the most important predictor of year‐end proficiency across the four STAMP 4Se domains, while freewriting predicted reading and writing proficiency. Students who engaged in digital texting activities demonstrated higher speaking proficiency. Pedagogical recommendations include incorporating freewriting, extensive reading, and digital texting to improve partner language proficiency.
Journal Article
A Concurrent Validity Study of the Mullen Scales of Early Learning (MSEL) and the MacArthur-Bates Communicative Developmental Inventory (CDI) in Infants with an Elevated Likelihood or Diagnosis of Autism
Infants at elevated likelihood for or later diagnosed with autism typically have smaller vocabularies than their peers, as shown by the Mullen Scales of Early Learning (MSEL) and the MacArthur-Bates Communicative Developmental Inventory (CDI). However, the extent to which MSEL and CDI scores align remains unclear, especially across clinical and non-clinical populations. This study examined whether the concurrent validity of the MSEL and CDI differs based on autism likelihood and diagnosis. Data from 720 14-month-old infants were analysed, grouped by likelihood (elevated vs. typical) and diagnosis at 36 months (diagnosed vs. not diagnosed). Vocabulary scores were compared across both likelihood and diagnostic groups. Moderate correlations were observed between the MSEL and CDI in most groups (r s range = [.34–.58]). One exception was that the expressive scores of elevated likelihood infants on the MSEL and CDI were more closely associated than the expressive scores of typical likelihood infants. Diagnosed infants had lower vocabulary scores than non-diagnosed peers on both the MSEL and CDI. The elevated likelihood group showed lower scores on the MSEL but not the CDI compared to typical likelihood infants. The moderate correlations suggest that the MSEL and CDI assess different aspects of language in infancy. These associations were weaker than previously reported in autistic children. Differences in vocabulary scores across likelihood and diagnostic groups highlight the need for further research to understand the association between these measures.
Journal Article
The development of phonological memory and language: A multiple groups approach
Pierce et al. (2017) have proposed that variations in the timing, quality and quantity of language input during the earliest stages of development are related to variations in the development of phonological working memory and, in turn, to later language learning outcomes. To examine this hypothesis, three groups of children who are at-risk for language learning were examined: children with cochlear implants (CI), children with developmental language disorder (DLD), and internationally-adopted (IA) children, Comparison groups of typically-developing monolingual (MON) children and second language (L2) learners were also included. All groups were acquiring French as a first or second language and were matched on age, gender, and socioeconomic status, as well as other group-specific factors; they were between 5;0–7;3 years of age at time of testing. The CI and DLD groups scored significantly more poorly on the memory measures than the other groups; while the IA and L2 groups did not differ from one another. While the IA group performed more poorly than the MON group, there was no difference between the L2 and MON groups. We also found differential developmental relationships between phonological memory and language among the groups of interest in comparison to the typically-developing MON and L2 groups supporting the hypothesis that language experiences early in life are consequential for language development because of their effects on the development of phonological memory.
Journal Article
Clever crow
For young bird-watchers and enthusiasts of the natural world comes a unique, surprising and beautifully illustrated non-fiction picture book about these fascinating birds.
CHILDBOOK
Inequalities in early childhood care and development in low/middle-income countries: 2010–2018
BackgroundInequalities in early childhood development (ECD) tend to persist into adulthood and amplify across the life course. To date, little research on inequalities in early childhood care and development in low/middle-income countries has been available to guide governments, donors and civil society in identifying which young children and families should be targeted by policies and programmes to improve nurturing care that could prevent them from being left behind.MethodsUsing data from 135 Demographic and Health Surveys and Multiple Indicator Cluster Surveys between 2010 and 2018, we assessed levels and trends of inequalities in exposure to risks of stunting or extreme poverty (under age 5; levels in 85 and trends in 40 countries), early attendance of early care and education programmes (36–59 months; 65 and 17 countries), home stimulation (36–59 months; 62 and 14 countries) and child development according to the Early Childhood Development Index (36–59 months; 60 and 13 countries). Inequalities within countries were measured as the absolute gap in three domains—child gender, household wealth and residential area—and compared across regions and country income groups.Results63% of children were not exposed to stunting or extreme poverty; 39% of 3–4-year olds attended early care and education; and 69% received a level of reported home stimulation defined as adequate. Sub-Saharan Africa had the lowest proportion of children not exposed to stunting or extreme poverty (45%), attending early care and education (24%) and receiving adequate home stimulation (47%). Substantial gaps in all indicators were found across country income groups, residential areas and household wealth categories. There were no significant reductions in gaps over time for a subset of countries with available data in two survey rounds.ConclusionsAvailable data indicate large inequalities in early experiences and outcomes. Efforts of reducing these inequalities must focus on the poorest families and those living in rural areas in the poorest countries. Improving and applying population-level measurements on ECD in more countries over time are important for ensuring equal opportunities for young children globally.
Journal Article