The Educational and Developmental Psychologist Pub Date : 2021-02-24 , DOI: 10.1080/20590776.2020.1839882 Edna Orr 1 , Ronen Kasperski 1, 2 , Rinat Caspi 3 , Smadar Hay 1
ABSTRACT
Objective: Two agendas guided this study. The first is to report on a dynamic intervention programme that utilizes key developmental domains and strategies, such as emotional expression opportunities, motor activity, learning in groups, playful learning, and shared reading. The second is to explore the possibility that dynamic intervention can improve vocabulary growth in a low socioeconomic status pre-K cohort and to examine whether the intervention can mitigate the impact of negative factors that impede vocabulary growth.
Method: To explore the programme’s impact, 62 children were recruited (28 girls and 34 boys) from seven different kindergartens in northern Israel. Their vocabulary skills were gauged pre- and post-intervention, and a MANOVA test was implemented to investigate the programme’s contribution and its potential to mediate impeding factors.
Results: The results indicate that the intervention improved the children’s vocabulary scope in all domains and moderated the negative impact of lower socioeconomic status, low print exposure, and sibship size.
Conclusion: We conclude by discussing how the dynamic intervention programme can address children’s needs and what learning strategies might further enhance their vocabulary development.
中文翻译:
通过动态干预计划提高儿童的口语词汇量
摘要
目标:两项议程指导了这项研究。第一个是报告利用关键发展领域和策略的动态干预计划,例如情绪表达机会、运动活动、小组学习、有趣的学习和共享阅读。二是探讨动态干预能否改善社会经济地位低的学前班人群的词汇增长,并检验干预是否可以减轻阻碍词汇增长的负面因素的影响。
方法:为了探索该计划的影响,从以色列北部的七所不同幼儿园招募了 62 名儿童(28 名女孩和 34 名男孩)。在干预前后对他们的词汇技能进行了评估,并实施了 MANOVA 测试以调查该计划的贡献及其调解阻碍因素的潜力。
结果:结果表明,干预改善了儿童在所有领域的词汇范围,并缓和了社会经济地位较低、印刷曝光率低和兄弟姐妹规模的负面影响。
结论:我们最后讨论了动态干预计划如何满足儿童的需求以及哪些学习策略可以进一步促进他们的词汇发展。