Preschool Children's Awareness of Private Speech

Autor/inn/en	Manfra, Louis; Winsler, Adam
Titel	Preschool Children's Awareness of Private Speech
Quelle	In: International Journal of Behavioral Development, 30 (2006) 6, S.537-549 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025406072902
Schlagwörter	Attention; Preschool Children; Expressive Language; Language Skills; Language Aptitude; Inner Speech (Subvocal); Age Differences; Task Analysis; Measures (Individuals); Early Childhood Education; Scores; Metacognition + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Sprachbegabung; Spracheignung; Inneres Sprechen; Age; Difference; Age difference; Altersunterschied; Aufgabenanalyse; Messdaten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	The present study explored: (a) preschool children's awareness of their own talking and private speech (speech directed to the self); (b) differences in age, speech use, language ability, and mentalizing abilities between children with awareness and those without; and (c) children's beliefs and attitudes about private speech. Fifty-one children between the ages of 3 and 5 completed a selective attention task from which a sample of private speech was video-recorded for use during a subsequent experimenter-child interview. Children also completed a standardized language assessment and a battery of mentalizing tasks. Roughly half of the children (54%) showed awareness of talking during the task, and 52% of the children who talked during the task stated that their speech was self-directed. Children who were aware of their private speech were significantly older, had greater expressive language skills, used more private speech, and had higher deceptive-box scores than children who were not aware of their private speech. Participants believed that private speech was positive and helpful. Implications of this work for researchers and early childhood educators are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10