African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills

Autor/in	Curenton, Stephanie M.
Titel	African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills
Quelle	In: Topics in Language Disorders, 35 (2015) 1, S.46-60 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000045
Schlagwörter	African American Children; Preschool Children; Emotional Response; Pragmatics; Language Skills; Interpersonal Communication; Communication Skills; Perspective Taking; Receptive Language; Vocabulary; Expressive Language; Prosocial Behavior; Interpersonal Competence; Correlation; Puppetry; Age Differences + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Emotionales Verhalten; Pragmalinguistik; Language skill; Sprachkompetenz; Interpersonale Kommunikation; Kommunikationsstil; Zukunftsperspektive; Rezeptive Kommunikationsfähigkeit; Wortschatz; Interpersonale Kompetenz; Korrelation; Puppenspiel; Age; Difference; Age difference; Altersunterschied
Abstract	This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3-5 years) related to (1) engaging in conversational turn-taking, (2) answering "Wh-" questions, (3) engaging in communicative perspective-taking, (4) producing coherent discourse for exposition, and (5) demonstrating an understanding that emotions can be attributed to interpersonal interactions and situational events. The majority of children were capable of demonstrating their pragmatic skills during this task. Children's responses to the task were independent of their performance on standardized receptive vocabulary or expressive language assessments but not their performance on assessments of prosocial skills. There was a strong, positive significant association between children's ability to explain a puppet's happiness and their prosocial skills, even after controlling for age. Practical and clinical implications of this work are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01