Search Results (69)

In English-dominant Singapore, Chinese families make decisions about shared reading quantity, language allocation, and reading orientation at home. This study examined these three dimensions among 39 Singaporean Chinese families with children aged 5–6 years and their associations with children’s language abilities and socio-emotional outcomes. Families reported an English-dominant reading pattern (73.9% English vs. 26.1% Chinese). Although 92.3% of parents valued Chinese exposure, their ideal Chinese reading allocation (44.7%) substantially exceeded their actual practice (26.1%); parents also reported stronger behavioral than cognitive reading orientation. In exploratory regression analyses, Chinese weekly reading time and parental Chinese proficiency were positively associated with children’s Chinese language ability, although the overall Chinese model was marginal; the English language model did not reach significance, and English weekly reading time was not retained. For socio-emotional outcomes, reading orientation and children’s Chinese language ability were positively associated with prosocial behavior, whereas the disruptive behavior model did not provide evidence of a reliable association. These findings suggest that home shared reading may relate to bilingual children’s language and socio-emotional outcomes through input-related and interaction-related dimensions, but require cautious interpretation and replication in larger, longitudinal samples. Full article

This study investigates language transmission in immigrant families. The study is based on a bidimensional acculturation model, which assumes that immigrants acquire the new culture and preserve their culture of origin to different degrees. The model was tested using a stratified sample of first-generation immigrants from the former Soviet Union in Israel whose children were born in the host country (n = 725). The assimilation pattern was observed across all components of language transmission, with Hebrew being more prevalent than Russian among parents and children, as well as in their interactions. In addition, the two languages were competitive (negatively correlated) with respect to parents’ language proficiency and parent–child interactions. However, they were complementary (non-correlated) with respect to children’s language proficiency. The hypothesized bidimensional model linking parents’ language proficiency, the frequency of parent–child interactions in a specific language, and children’s language proficiency was corroborated for both languages. In addition, positive effects of parents’ proficiency in Russian on children’s proficiency in both Russian and Hebrew were found. Finally, the duration of residence in Israel, religiosity, education, and gender affected various aspects of language transmission in immigrant families. The study’s results advance our understanding of immigrants’ language acculturation and chart new directions for language policy and practice. Full article

Background and Objectives: While the effectiveness of video modeling (VM) in teaching academic, daily living, and social skills to individuals with Autism Spectrum Disorder (ASD) is frequently investigated, studies examining the use of VM in teaching gymnastics-based motor skills are limited. This study aimed to examine the effects of VM on the acquisition and maintenance of a gymnastics-based motor skills in preschool children with ASD. Methods: The study employed a multiple-probe method across participants in a single-subject research design. Three preschool children diagnosed with mild ASD participated in this study. Baseline, intervention, and follow-up data were systematically collected and analyzed. Social validity data were obtained through semi-structured interviews with parents and special education teachers. Results: The percentage of correct responses increased throughout the VM intervention sessions, and all participants reached the proficiency criterion. Follow-up data collected after the intervention showed that the acquired skill was maintained, and the percentages of correct responses ranged from 80% to 100%. Social validity findings revealed that both teachers and parents perceived VM as an effective and feasible teaching approach for teaching motor skills to children with ASD. Conclusions: The research findings demonstrate that VM is an effective and socially valid teaching method for teaching and maintaining gymnastics-based motor skills in preschool children with ASD. These results contribute to the existing literature by demonstrating the applicability of video modeling in the context of gymnastics-based training. Full article

Caregiver communicative behaviors are critical in supporting social and language development in children with autism, yet little is known about how these behaviors manifest among Chinese immigrant families who face unique cultural and socioeconomic challenges. This study examined the communicative strategies of 11 Chinese immigrant caregivers of preschool-aged children with autism in the US during structured caregiver–child interactions. Caregiver behaviors were coded across directive and non-directive categories, including supportive directives, directives, labeling, praise, imitation, and expansion, and joint engagement quality was rated using the Joint Engagement Rating Inventory (JERI). Results showed that supportive directives and directives were the most frequent behaviors, reflecting cultural values of parental guidance and educational scaffolding, whereas non-directive strategies such as imitation and expansion were less common and more often observed among higher-income and more acculturated families. Caregiver self-efficacy in using evidence-based strategies was positively associated with greater use of non-directive communicative strategies and higher joint engagement scores. Results suggest that providers should recognize and build on culturally grounded strengths, such as the educator role and calm authority, while introducing complementary strategies that enhance joint engagement. Culturally and linguistically responsive support is especially needed to ensure equitable access for families with limited English proficiency or lower income. Although limited by a small sample size, this exploratory study provides preliminary insight into culturally influenced caregiver–child communication patterns and offers directions for larger, more rigorous research. Full article

Intergenerational contact is a key component of the informal support systems that contribute to the wellbeing of older adults. As societies age and migration patterns diversify family structures, understanding how contact is sustained across generations becomes increasingly relevant for health equity and the sustainability of care systems. In this study, we conceptualise sustainability not in environmental terms but as social and health-system sustainability—that is, the long-term ability of families and care systems to maintain intergenerational ties, ensure equitable access to support, and remain resilient under demographic and social pressures. Drawing on theories of intergenerational solidarity and social capital, this study situates contact as both a resource for individual wellbeing and a pillar of care sustainability in diverse societies. We examine the frequency of contact between parents and adult children among adults aged 50 and above, comparing migrant and non-migrant populations across 25 European countries. Using data from Waves 7, 8, and the COVID-19 wave of the Survey of Health, Ageing and Retirement in Europe (SHARE), we assess both in-person and digital forms of contact before and during the pandemic. Results show that older migrants have less frequent contact with parents but more frequent contact with children than do non-migrants, with similar patterns attested across repeated cross-sections (2017, 2019, 2021). The strong contact observed in each cross-section, facilitated by digital tools, implies resilient family ties under public-health stress. However, resilience is uneven: weaker contact with parents among migrant populations reflects structural barriers such as visa restrictions, caregiving responsibilities, discrimination, language barriers, and unequal digital access. Moreover, differences in access and proficiency with digital tools suggest that digital contact did not compensate equally across groups. These findings underscore the importance of sustainable and inclusive strategies in ageing and health policy. Specifically, targeted digital literacy programmes for older migrants, policies supporting transnational caregiving, affordable internet access, mobility solutions, and anti-discrimination measures in family visitation are crucial to reducing inequities. Full article

In 2023, the authors conducted a qualitative study in five bilingual educational institutions (two general education schools and three kindergartens) in Tartu, Estonia, undergoing a transition to Estonian-medium education. The empirical material for this qualitative research was collected during ten discussion evenings with Russian L1 parents, with around 300 attendees. Given the emotional and political sensitivity of the topic, the discussions were documented through researchers’ handwritten field notes and subsequently reconstructed from these notes for thematic analysis following the principles of qualitative content analysis. This study aimed to map the concerns and fears of Russian L1 parents and to collaboratively explore possible solutions. The broader objective was to understand and interpret Russian-speaking parents’ attitudes toward the shift to Estonian-medium instruction. A further aim was to raise language awareness among parents and to help lay a more positive foundation for the transition process. The theoretical framework draws on the notion that parents’ language attitudes significantly influence their children’s perceptions of the value of the language being learned. Our results show that many Russian L1 parents in Tartu consider it important for both Estonian- and Russian-speaking children to study in a shared, Estonian-medium learning environment. At the same time, parents identified several key challenges, including concerns about a decline in education quality, increased academic pressure and stress for children learning in a non-native language, a lack of suitable learning materials, and parents’ limited ability to assist with homework due to their own insufficient proficiency in Estonian. Full article

The Every Student Succeeds Act requires that U.S. states provide a public evaluation of the performance of each public school while providing broad discretion in how states devise performance frameworks. One common method consists of states assigning each school an A–F letter grade based on English and math proficiency rates and other measures of academic performance. Proponents of the summary letter-grade system cite its simplicity as a virtue, while detractors contend that the system is simplistic to a fault. To bring greater clarity to these ongoing debates, we solicited opinions from parents regarding state letter-grade systems. We conducted semi-structured focus groups with parents in Arizona, North Carolina, and Texas (three focus groups per state). These conversations revealed that most parents were not aware that the state grades schools. Once the performance framework was explained, most parents expressed a belief that it is overly simplistic and insufficiently deferential to what they perceive as the subjective nature of school quality. Parents also revealed substantial tension between their conception of school quality and the way it is operationalized in the report card, with the latter ascribing much greater importance to state test scores. Full article

Background/Objectives: Hispanic immigrants (HIs) in the U.S.A. are disproportionately affected by cervical cancer compared to other groups, at least partly due to low HPV vaccination rates. The aim of this study was to investigate strategies to improve HPV vaccine attitudes and intent of HIs in the U.S.A. by developing and testing the effectiveness of video-based interventions. Methods: This study employed a two-phase mixed-methods approach. In the first phase, focus groups with new and established HIs explored perspectives, concerns about HPV vaccination, types of information to include in a video intervention, and how an effective intervention should be designed. Findings from the focus groups guided the creation of seven short educational videos, including a summary video and a testimonial-based video, addressing key questions about HPV and its vaccine. The second phase, which involved a nationwide survey of 1500 Spanish-speaking HIs, revealed a significant change in overall HPV vaccine attitude generally, and a significant increase in both HPV vaccine intent and attitudes among parents of unvaccinated children. Results: Regression analysis revealed general vaccine attitudes (β = 0.620, p < 0.001), English proficiency (β = 0.066, p = 0.01), and gender (β = −0.072, p = 0.002), as significant predictors of attitudinal changes. Notably, females exhibited less favorable post-intervention attitudes compared to males. Additionally, perceived care from video creators was a strong predictor of normalized gains in vaccine attitudes (β = 0.270, p < 0.001). Video content effectiveness varied; the video addressing vaccine side effects demonstrated the highest impact on attitude improvement. Testimonials and the summary video were also effective in fostering positive changes in attitudes. Despite differences in trust levels between new and established immigrants, both groups valued culturally tailored, Spanish-language information from credible sources. Conclusion: Addressing language and cultural barriers can improve trust in healthcare interventions among Hispanic immigrants in the U.S.A. Public health initiatives should consider these factors to more effectively reduce HPV vaccine hesitancy in this population. Full article

The article explores the concept of family language policy in relation to heritage languages and child agency in the context of Latvian as a heritage language. Its aim is to find out what role Latvian may have in relation to other languages within the core families in the diaspora, as well as in communication with their extended families in Latvia. For this, we investigate which language beliefs and attitudes underlie those language practices and examine children’s engagement in family language management. Our research is based on 20 in-depth interviews collected in 2023. Respondents were recruited through the distance online learning program “Latvian as a foreign language teacher” created for the Latvian diaspora and through Saturday (community) schools. The main research questions are as follows: What role does Latvian have in relation to other languages in Latvian diasporic families, and how do language practices reflect beliefs and attitudes of the parents? Which languages and which communication channels are used by diasporic families in communication with their (extended) families in Latvia? What impact do children have on family language policies? Our data show a huge diversity in family language practices, switching between two and more languages depending on communicative situations, the age of children, their language proficiency, and the communication channels. Family members flexibly use their languages to participate in family life and to achieve interactional goals, not always focusing just on particular language use. Heritage language transmission correlates with family language planning and consequent language use. On the other hand, language is tightly tied to the relationships and emotions of family members. Full article

Objectives: Early difficulties in emotion regulation are associated with psychopathological, broader social, and developmental outcomes, underscoring the need for robust assessment tools at a young age. However, most of the existing instruments for preschoolers measure emotion regulation in general, without focusing on specific emotion regulation strategies. This study addresses a critical gap by validating a Dutch version of the Early Emotion Regulation Behavior Questionnaire (EERBQ), enabling researchers and practitioners to assess preschoolers’ emotion regulation strategies in both positive- as well as negative-emotion-eliciting situations outside of laboratory settings. Methods: Through a rigorous back-translation process, the parental questionnaire was adapted into Dutch (EERBQ-Dutch) and subsequently validated with a sample of 299 Dutch-speaking caregivers of typically developing 2–7-year-old children. The test underwent psychometric analysis including inter-item correlations, item–total correlations, test–retest reliability, and confirmatory factor analysis. Finally, potential sociodemographic predictors (i.e., age, sex, and socioeconomic status (SES)) of specific emotion regulation strategies were investigated. Results: Psychometric analyses demonstrated strong reliability and validity, and a factor structure consistent with the original English questionnaire. Age and sex were found to be significant predictors of certain emotion regulation strategies, with more proficient use of adaptive emotion regulation strategies over time and girls employing more Verbal Help-Seeking and less Physical Venting and Reactivity compared to boys. SES only contributed to Emotional Reactivity with a higher SES predicting more Reactivity. Conclusions: Our findings support the EERBQ-Dutch as a reliable and culturally appropriate instrument for assessing early emotion regulation and provide insight into key predictors of emotion regulation strategies. Full article

This paper reports on the affordances and constraints encountered in the case of an innovative project designed to support early literacy development in Arabic and English while enhancing father-child wellbeing in Abu Dhabi. The project sought to encourage Emirati fathers to engage in interactive shared book reading at home with their young children. In a context where adult–child home reading is not a traditional practice and where children’s reading proficiency in public schools is often below international standards, the project sought to support families with their children’s early literacy development and to develop positive dispositions towards reading. Fathers (N = 80) of kindergarten children (4–5 years) in state schools in the United Arab Emirates (UAE) were invited to participate in interactive workshops about shared parent–child reading. Fathers were provided with selected, high-quality books in both Arabic and English to read aloud with their children at home and were given guidance on ways to read interactively. In this paper, which draws upon survey results, focus group recordings, and researcher field notes from the workshop sites, the affordances and constraints encountered in supporting early home reading and parent–child wellbeing are explored. Recommendations are made for similar reading and wellbeing programs in multilingual contexts. These include providing accessible information to both fathers and mothers on the importance of reading with their children at home, sharing tips and modelling parent–child interactive reading, and the provision of culturally and linguistically appropriate books for families. Full article

The present study aims to investigate whether there are different second language trajectories among immigrant children and what influences these trajectories. This longitudinal study included 443 children all learning German as a second language (49.9% girls). On average, at T1, the children were 3;6; at T2, 4;9; at T3, 6;2; and at T4, 7;3 years old. Discontinuous piecewise latent class growth analysis revealed four classes: improvement to low-level proficiency, improvement to medium-level proficiency, improvement to high-level proficiency, and permanent high-level proficiency. Class membership was predicted by early childcare attendance, the duration of the parents’ residence in Switzerland, contact with German speakers, the child’s cognitive abilities, and the parental socioeconomic status. Full article

This mixed methods study explores the effects of cumulative exposure, age of onset of acquisition (AO), parent proficiency and richness of the language environment on the grammatical development in French and English of 49 French–English bilingual children who were acquiring the languages either simultaneously (2L1) or successively (cL2). Participants (24 girls) were in 1st grade (M = 6;4, n = 20) or 5th grade (M = 10;4, n = 29), attending a state school in France, in a French–English bilingual programme. Production data come from a narrative task in each language. Parent questionnaires were used to explore environmental factors. Results show, first, that children’s age and parent proficiency were positive predictors of grammatical accuracy in English, while in French only cumulative exposure was a positive predictor. Secondly, exposure showed a stronger relationship with grammatical accuracy in cL2 children; however, only in French, the language in which children made more errors overall. Finally, we found that both 2L1 and cL2 children made gender errors, an early-acquired structure in French. A qualitative analysis of errors with gender highlights, first, the importance of language output for grammatical development, even for children receiving substantial language input and, second, the role of home factors which play a more important role than community language use in shaping grammatical development. This study underscores the complex, interconnected nature of experiential effects on bilingual grammatical development in each language. Full article

The present study relies on the assumption that in today’s knowledge society and the use of online knowledge, learning, and communication mechanisms, pre-university and university teachers, students of all ages, those preparing for teaching careers or other careers, parents, managers, and administrators have become increasingly interested in acquiring proficiency, capitalization, and stimulation of digital creativity. As such, research must provide, primarily for teachers and those preparing for this career, systematic results on digital creativity. This study aims to identify the current state-of-the-art in scientific knowledge on the comprehensive topic of digital creativity: conceptual frameworks and theoretical highlights, elaborating a model of digital creativity, and identifying and formulating future research opportunities. The investigation relies on the key concept of digital creativity and aims to cover two aspects: 1. basic meanings of the concept of digital creativity, specifying its applicability in the educational process at pre-university and university levels, and 2. identifying a set of concepts that are complementary to digital creativity. The research is a conceptual literature review, implying the use of literature review and bibliographic analysis methods. The study relies on a comprehensive literature review of papers selected from the three international databases WEB of SCIENCE, Science Direct, and Scopus from 2020 to 2024. The literature search enabled us to identify an initial sample of 1848 studies in the three databases and finally select 31 relevant articles. The analysis of the relevant papers allowed us to formulate conclusions related to the two investigated aspects: 1. The concept of digital creativity has two types of definitions—explicit and implicit; 2. The concept of digital creativity is correlated with other complementary concepts: digital competence, mobile networking creativity, multi-team digital creativity, the use of artificial intelligence, and digital innovation. Our findings support us in proposing ways to effectively use and stimulate digital creativity in the educational process and build 21st-century skills and competences for students of all ages and at all levels of education. Full article

Background/Objectives: An Android platform-based customised app and web-linked system was developed to aid in implementing selected nutrition interventions by community health workers (CHWs) in a community-based cluster randomised trial (c-RCT) in rural Bangladesh. Methods: Here, we describe the architecture of the intervention delivery system, and explore feasibility of employing mHealth as CHWs’ job aid, employing a mixed-method study design covering 17 visits per mother-child dyad. We analysed CHWs’ real-time visit information from monitoring and documentation data, and CHWs’ qualitative interviews to explore the advantages and barriers of using mHealth as a job aid. Results: Intervention coverage was high across the arms (>90%), except around the narrow perinatal period (51%) due to mothers’ cultural practice of moving to their parents’ homes and/or hospitals for childbirth. CHWs mentioned technical and functional advantages of the job aid including device portability, easy navigability of content, pictorial demonstration that improved communication, easy information entry, and automated daily scheduling of tasks. Technical challenges included charging tablets, especially in power cut-prone areas, deteriorated battery capacity over continuous device usage, unstable internet network in unsupportive weather conditions, and device safety. Nevertheless, onsite supervision and monitoring by expert supervisors remained important to ensure intervention quality. Conclusions: With appropriate training and supervision, CHWs utilised the tablet-based app proficiently, attaining high coverage of long-term visits. mHealth was thus useful for designing, planning, scheduling, and delivering nutrition interventions through CHWs, and for monitoring and supervision by supervisors. Therefore, this application and job aid can be adopted or replicated into the currently developing national health systems platform for improving coverage and quality of preventive maternal and child nutrition services. In addition, continuous supportive supervision by skilled supervisors must be accompanied to ensure CHWs’ task quality. Finally, future studies should rigorously assess undesirable health and environmental effects of mHealth before and after mainstreaming, effective interventions addressing device-induced health hazards should be designed and scaled up, and effective e-waste management must be ensured. Full article