ABSTRACT
This study attempts to explore the level of Independent Learning (IL) amongst a sample of Jordanian preschoolers. Behaviors of sixty preschool children aged 5-6 years old were observed and rated by their teachers against an Arabic version of the Children's Independent Learning Development (CHILD 3-5) observational instrument to explore the independent learning among young children according to their gender, engagement level, parental education and the size of their families. The results illustrated that preschoolers may show some aspects of behaviors particularly those related to pro-social and cognitive areas. It also indicated that children from high educated environments demonstrated IL behaviors more than those coming from low educated environments. Finally, children coming from larger family size showed less IL behaviors than those coming from smaller ones. Results and implications are discussed.
Subject(s)
Child Behavior/psychology , Child Development , Learning , Child , Child, Preschool , Cross-Cultural Comparison , Educational Status , Female , Humans , Jordan , MaleABSTRACT
This study attempts to explore the level of Independent Learning (IL) amongst a sample of Jordanian preschoolers. Behaviors of sixty preschool children aged 5-6 years old were observed and rated by their teachers against an Arabic version of the Children's Independent Learning Development (CHILD 3-5) observational instrument to explore the independent learning among young children according to their gender, engagement level, parental education and the size of their families. The results illustrated that preschoolers may show some aspects of behaviors particularly those related to pro-social and cognitive areas. It also indicated that children from high educated environments demonstrated IL behaviors more than those coming from low educated environments. Finally, children coming from larger family size showed less IL behaviors than those coming from smaller ones. Results and implications are discussed (AU)
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Subject(s)
Humans , Male , Female , Child, Preschool , Child , Learning , Child Behavior/psychology , Child Development , Jordan , Educational Status , Cross-Cultural ComparisonABSTRACT
Arabic writing differs greatly from western scripts. To evaluate the influence of written Arabic on the pattern of language-related brain activation, a group of native Arab speakers and a control group of native Spanish speakers were scanned with magnetoencephalography during a reading task. In both groups, brain activity was strongly left lateralized during the time window between 200 and 500 ms after stimulus onset. During late latencies (beyond 500 ms), however, the right and the left hemispheres reached a similar activation level in the Arabic but not in the Spanish group. This suggests a time-dependent role of both hemispheres during Arabic language reading.
