ABSTRACT
The present study reported a life experience of a teacher family in Indonesia with a 4-year-old daughter. The observation occurred from March 2020 to July 2021 during the COVID-19 pandemic. This stay-at-home moment became an opportunity to create more parent-kid preschooler bonding and interaction that could impact the developing children language. Indonesian is our family native language (L1);therefore, the exposure started earlier for the kids. However, as parent-kid interaction was enhanced during the pandemic, we boosted our kid English (L2) with a variety of Edu-home activities such as reading aloud, storytelling, role-playing, and watching YouTube-kid. Her language production was documented, and the progress was analyzed. The aim was to generate a more profound understanding of our roles as parents in scaffolding the acceleration of preschoolers' English development, especially in creating meaningful activities. Going through an autoethnography, we reflect on our practice to know how the family members played the role of a language catalyst and which activities were taken more into account.
ABSTRACT
Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport â leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue â la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considerent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants ágés de 3 â 5 ans parlant une langue autre que l'anglais â la maison. Ces entrevues ont été enregistrées, transcrites et analysées â l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les themes. Nous avons organisé ces themes selon le modele bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsysteme de la famille. Les themes étaient liés aux attitudes et aux connaissances, â la maîtrise de l'anglais, â l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le mlcrosystéme et l'exosysteme. Nous discutons de la maniére dont ces obstacles et ces facilitateurs sont liés â la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer â aborder la façon dont les systémes ont marginalisé les familles au sein de nos communautés et â promouvoir les connaissances et le capital culturel qu'offrent ces familles.Alternate :Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer.
ABSTRACT
This study aimed to understand the relationship between reception children's experiences of the coronavirus pandemic (COVID-19) and their academic achievement and socio-emotional development during their first year at school in September 2020 to July 2021. This was an exploratory study combining parent and school surveys with children's assessments. All children in the study were in reception (YR) and therefore four to five years old. This cohort of children were three to four years old during the first lockdown (March to June 2020) with the second and third lockdowns (November 2020 and January to March 2021) taking place during their reception year. The study involved a total of 94 schools, 1,105 families, and Early Years Foundation Stage Profile (EYFSP) data for a total of 3,253 children. Recruitment took place in two phases, participation in surveys took place at three timepoints, and schools could opt to take part in all aspects of the project or provide only EYFSP data. Therefore, not all parents and schools contributed data at all points. Parent and school surveys were distributed in the autumn, spring, and summer terms 2020/2021. This included bespoke questions as well as items from the Home Learning Environment (HLE) index and Personal Wellbeing Scale. Data was coded in Excel and analysed using thematic analysis to draw out the main themes in the data. School and parent/carer surveys were used to contextualise and explain child assessment data collected at the end of YR. To measure children's language, numeracy, and socio-emotional development, the appropriate subscales from tablet-based assessment Early Years Toolbox (EYT) were used. Teacher-reported attainment data in the form of the Early Years Foundation Stage Profile (EYFSP) was also collected in the summer term 2021. For the EYFSP data, comparisons were made between the scores of pupils in the study sample and the EYFSP scores of the 2018/2019 national cohort of reception pupils to explore any differences in outcomes.
ABSTRACT
Resumen El aislamiento social preventivo y obligatorio por la pandemia del SARS-CoV-2 condujo a las familias a buscar alternativas para mantener el vínculo con sus parientes no convivientes. Una de ellas fue la videollamada, cuyo carácter audiovisual habilita nuevas maneras de comunicación (Ames et al., 2010; Ballagas et al., 2009; McClure y Barr, 2017) que podrían modificar las interacciones en las que adultos/as y niños/as participan y colaboran en la construcción de distintos tipos de discursos. La narración constituye una de las primeras y más relevantes formas de discurso en la infancia que permite reconstruir y comunicar la propia experiencia. En este trabajo se realizó un análisis de caso de 31 narrativas que tuvieron lugar en cinco videollamadas en las que participaban una misma niña residente de la Ciudad de Buenos Aires y sus familiares, pertenecientes al corpus "Contextos naturales de interacción en los hogares en los que los/as niños/as usan tempranamente tecnología"[1], a fin de caracterizar las interacciones que contribuyen a la configuración de las narrativas infantiles en contextos mediados por tecnología. Los resultados mostraron una mayor presencia de narrativas personales y de futuro, frente a pocas de ficción; mientras que estas últimas fueron en su totalidad autorreguladas, la cantidad de narrativas hetero y autorreguladas fue similar para los otros dos tipos de narrativas. Se identificaron distintas estrategias a las que, en el marco de videollamadas, la niña recurrió para participar en la construcción de narrativas.
Abstract The preventive and compulsory social isolation established in Argentina due to the SARS-CoV-2 pandemic led families to look for alternatives to maintain the bond and communicate with their non-cohabitant relatives. One of these alternatives was the use of videochat. Videochat enables new ways of audiovisual communication (Ames et al., 2010; Ballagas et al., 2009; McClure & Barr, 2017) that could affect the interactions in which adults and children collaborate in the construction of different types of discourses. Narratives are one of the first and most relevant forms of discourse, it allows for the reconstruction and communication of one's experience and is one of the ways in which thought is configured. In this work, a case study was conducted of the narratives produced during videochat conversations of a four-year-old girl with non-cohabiting relatives. The aim was to characterize the interactions that help in the configuration of children's narratives during technology-mediated situations. The research question were: (a) how do technology-mediated interactions allow the child to narrate about past and future events and to create fictional narratives?; (b) how does the child participate in the construction of those narrative in the context of these technology-mediated situations? Five videos of videochat interaction belonging to a single four year old girl were selected from the corpus "Contextos naturales de interacción en los hogares en los que los/as niños/as usan tempranamente tecnología". This corpus gathers different technology-mediated interactions collected during daily activities in the home of children aged 0 to 6 years. First, 31 narratives in which the girl participated were identified. Subsequently, used the constant comparative method was used (Strauss & Corbin, 1998) as well as analysis tools developed within the framework of interactive sociolinguistics (Gumperz, 1982, 1984); also, concepts developed in previous research (Arrúe et al., 2014; Labov, 1972; Rosemberg et al., 2010; Stein et al., 2020) were heuristically recovered to answer the research questions. Of the 31 narratives produced in the interactions, 14 were related to personal experience, 13 were of future events, and 4 were fiction narratives. Regarding the posed questions, results showed that children do in fact create personal, future and fictional narratives in technology-mediated interactions with adults. Technology also enables children to decide how much they want to participate in interactions: they can lead the narrative, or they can back off to a yes-or-no answer kind of participation. The child relies on the possibility to share visual information, beyond audio, to provide both events and context information. This interactive and multimodal aspect of videochats was also found to enable the girl to turn to present adults both to scaffold her narrative production and to resolve doubts about unknown words. Even though there are methodological limitations to this study, this first approach to narratives in technology-mediated interactions shows the richness that this type of interaction can have for the development of children's language.