The purpose of this study examines the impact of an instructional strategy on kindergarten children's narrative skills. The strategy was based on Self-Regulated Strategy Development (SRSD) principles and was adapted for kindergarten children. The sample consisted of 85 children aged 5-6, attending six kindergarten classes in Crete, Greece. The…

A MyPad as a teaching aid can be a bridge or a border in children's learning of expression and communication, depending on how and why it is used. Onto genetic and phylogenetic aspects are among the most important in a child's development, i. e. teaching children to talk. Multimodality refers to communication and integration using various…

Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and…

Children normally feel unable or less confident to express their ideas clearly, freely, and critically both orally and in writing when learning a language. Research has demonstrated that children's early exposure to Bloom's Taxonomy levels in stories has a "remarkable power" on them (Dickinson, et al. 2012) and helps develop their…

Language ability plays a major role in children's future development. In the present study, the effect of three interactive reading approaches on children's language ability was investigated through a pre-posttest design. Participants were N = 73 children (aged 4-6) from three early childhood education classrooms. Classrooms were assigned to one…

Extensive bodies of literature examining child language acquisition and early literacy development indicate that the language and literacy opportunities young children have at home and in school settings, including the nature of their language interactions with adults and their exposure to books and stories, are consequential for mastery of…

This research article attempts to determine strategies that can be used to support children's cognitive and social-emotional development in early childhood care and education programs. By synthesizing empirical evidence about pedagogical techniques that promote children's competencies, the article aims to identify those characteristics of programs…

In this article, the author shares her experience in setting up a unique imitative play through which children try on roles and imitate "grown-up" activities, thereby developing feelings of confidence and competence. As children play, they gain communication and negotiation skills; if conflicts arise, they engage in creative problem solving.…

Children with autism have poor pretend play abilities, which greatly affects their social skill development. This intervention technique, using an adult partner, describes how a guided story and role-play format enhanced abilities of pretence and the understanding of social roles in a ten-year-old, verbal boy with autism. By having an everyday…

Children's literature provides enjoyment, entertainment, creativity, understanding of self, and the ability to reason. In reading a book aloud, the teacher should encourage children to ask questions and to relate incidents that have happened to them that parallel those in the book. Unfamiliar words can be discussed by using a beginning dictionary…

The comprehension of written stories starts with learning to comprehend everyday situations, but it is the child's direct experiences with written stories that bring the process to fruition. These direct experiences with stories are generally of two types. Initially there is a storybook time, the occasions upon which a literate person, usually the…

Questionnaire responses suggest although educators know the learning value of problem solving, they rarely use it. Twenty-one educators were introduced to learning through problem solving. They were read a story and asked to overcome an associated problem. The questionnaire assessed children's literacy learning through problem solving, and…

This module is designed to prepare the teacher to facilitate reading readiness in children under six years of age. Section 1 provides basic information on reading readiness: (1) an ontogeny for reading from 18-72 months of age; (2) a list of learner outcomes for reading readiness and outcomes related to other areas of perceptual motor, language,…