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Quality of the Language-Learning Environment and Vocabulary Development in Early Childhood
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Hansen, Joakim E.; Broekhuizen, Martine L. – Scandinavian Journal of Educational Research, 2021
This study aims to enhance our knowledge of the associations between the quality of the language-learning environment in toddler childcare groups and children's vocabulary development from age 3 to age 5. Participants were 1,131 children (48% girls; age at T1 assessment: M = 35.5 months, SD = 2.7; age at T2 assessment: M = 60.3 months, SD = 1.4)…
Descriptors: Vocabulary Development, Correlation, Educational Quality, Educational Environment
The Role of the Medium for Verbal Engagement: Shared Reading in Groups with Books and Apps in Norwegian ECEC-Institutions
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Schulz-Heidorf, Katrin; Jernes, Margrethe; Hoel, Trude; Mangen, Anne – European Early Childhood Education Research Journal, 2021
This article presents findings from a study carried out with groups of children (N = 72; M = 57.2 months) in early childhood education and care (ECEC) institutions in Norway. Twelve teachers read two stories, once in a print book format and once in a picture book app, with groups of children. Children's and teachers' verbal engagement was coded…
Descriptors: Computer Software, Norwegian, Early Childhood Education, Preschool Teachers
Preschool-Age Problem Behavior and Teacher-Child Conflict in School: Direct and Moderation Effects by Preschool Organization
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Skalická, Vera; Belsky, Jay; Stenseng, Frode; Wichstrøm, Lars – Child Development, 2015
The hypothesis was tested that the new open-group Norwegian day-care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher-child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4-year-olds from 153 centers who were…
Descriptors: Behavior Problems, Conflict, Child Care Centers, Hypothesis Testing
Norway's Day-Care Initiative: A Municipal Approach
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Nemeth, Beate; Lokken, Gisle – CELE Exchange, 2012
Norway is gearing up to provide places in day care centres for all children aged between one and six and the need for more facilities has therefore increased substantially in recent years. In Tromso, the municipality has become closely involved in child-care pedagogics and architecture; a design competition it launched has brought rewarding…
Descriptors: Foreign Countries, Child Care, Kindergarten, Child Care Centers
Outdoor Day-Care Centres--A Culturalization of Nature: How Do Children Relate to Nature as Educational Practice?
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Melhuus, E. Cathrine – European Early Childhood Education Research Journal, 2012
This article will discuss how children and adults experience a certain outdoor environment as part of an educational practice, through the activities the adults and children have. It will further discuss how these activities realize cultural values through the educators' and children's activities. In Norway the use of outdoor environments has…
Descriptors: Outdoor Education, Kindergarten, Foreign Countries, Educational Practices
Long-Term Predictors of Narrative Skill in Children with Early Bilateral Cochlear Implants
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Klein, Kelsey E.; Wie, Ona Bø – European Journal of Special Needs Education, 2015
Narratives require the integration of many different linguistic skills and can be used as an ecologically valid measure of child language development. This study investigated the narrative skills of 18 six- to seven-year-old prelingually deaf children who received simultaneous bilateral cochlear implants (CI) between 5 and 18 months of age. No…
Descriptors: Surgery, Assistive Technology, Deafness, Hearing Impairments