Language Learning in Preschool Children: An Embodied Learning Account

Autor/inn/en	Ionescu, Thea; Ilie, Adriana
Titel	Language Learning in Preschool Children: An Embodied Learning Account
Quelle	In: Early Child Development and Care, 188 (2018) 1, S.4-15 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1189419
Schlagwörter	Preschool Children; Language Acquisition; Foreign Countries; Story Reading; Illustrations; Figurative Language; Romance Languages; Schemata (Cognition); Teaching Methods; Listening; Comparative Analysis; Narration; Preschool Education; Vocabulary Development; Pretests Posttests; Quasiexperimental Design; Control Groups; Experimental Groups; Auditory Stimuli; Visual Stimuli; Cues; Statistical Analysis; Romania + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Ausland; Bildliche Darstellung; Romanische Sprache; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Hörvorgang; Zuhören; Wortschatzarbeit; Auditive Stimulation; Stichwort; Statistische Analyse; Rumänien
Abstract	In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to a modified version of the "Town Musicians of Bremen" story. They were split into two groups: one interacted with the content while listening to the story and the other listened to the story and looked at pictures depicting the narrative sequence. Results show that children in the first group subsequently recognized more newly introduced words and idioms and performed better in retelling the narrative sequence in order. Implications are discussed with regard to both learning accounts in general and teaching strategies for language development in preschool settings in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01