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Descriptors:
Speech Communication; Mothers; Young Children; Adolescents; Memory; Recall (Psychology); Parenting Styles; Hypothesis Testing; Interpersonal Communication; Child Development

Abstract:
Individual differences in parental reminiscing style are hypothesized to have long-lasting effects on children's autobiographical memory development, including the age of their earliest memories. This study represents the first prospective test of this hypothesis. Conversations about past events between 17 mother-child dyads were recorded on multiple occasions between the children's 2nd and 4th birthdays. When these children were aged 12-13 years, they were interviewed about their early memories. Adolescents whose mothers used a greater ratio of elaborations to repetitions during the early childhood conversations had earlier memories than adolescents whose mothers used a smaller ratio of elaborations to repetitions. This finding is consistent with the hypothesis that past-event conversations during early childhood have long-lasting effects on autobiographical memory. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Early Childhood Education; Teacher Effectiveness; Malayo Polynesian Languages; Literacy; English (Second Language); Language of Instruction; Bilingualism; Immersion Programs; Program Effectiveness; Second Language Instruction; Preschool Children

Abstract:
This paper examines the bilingual and biliteracy development of a group of children from Samoan and Tongan families over the transition to mainstream English-medium schools in New Zealand. The children attended Pasifika Early Childhood Education Centres in Auckland, New Zealand, which provided full immersion programmes in their L1 (either Samoan or Tongan). Development in a home language (L1) and in English (L2) was plotted over the six months prior to going to school and over the first year at an English-medium school in a programme with known features for effective teaching of early reading and writing in English. Before going to school (at 5.0 years), the children were developing as incipient bilinguals. An incipient biliteracy paralleled their bilingual development, although there were large variations in profiles on entry to school. After one month at school, there were indicators of faster progress in English and a slowing down of progress in L1, which was dramatically confirmed by the results at the end of the first year. The rapid growth of literacy and comprehension knowledge in English from 5.0 to 6.0 years reflected the effectiveness of the school programme. However, the resultant patterns suggested children were now "at risk bilinguals". The relationships between literacy in two languages weakened over the first year, suggesting the possible transfer effects from one set of literacy skills to another appeared to happen very quickly on entry to school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Teaching Methods; Minority Group Children; Emergent Literacy; Academic Achievement; Mainstreaming; Literacy Education; Student Diversity; Pacific Islanders; Faculty Development; Culturally Relevant Education

Abstract:
Despite New Zealand's reputation in literacy instruction, a major achievement gap has been identified for minority Maori and Pacific Islands children in poor schools. An intervention through professional development of teachers modified instructional practices in beginning literacy instruction. The intervention involved 72 teachers from 12 schools who focused on children in the 1st 6 months of schools. A mixed longitudinal and cross-sectional design was used to examine the effects of the intervention on the language and literacy of 344 children across the age range of 5.0-6.0 years. The children in these schools made accelerated progress and gained higher levels of achievement across a broad band of measures compared with matched cohort groups. It is possible to raise achievement for minority children in schools serving low socioeconomic communities to near national levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Development; Memory; Preschool Children; Recall (Psychology); Verbal Communication

Abstract:
Examined effects of parent-child conversations on memory performance of preschoolers. Found significant relation between the amount of information about an independently experienced event discussed with parents and the amount discussed with the experimenter, but not a stable core of information. Results have implications for views of childhood amnesia and children's verbal reports in clinical and legal settings. (EV) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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