Joanne Tarasuik

Almost Being There: Video Communication with Young Children

Background Video communication is increasingly used to connect people around the world. This includes connecting young children with their parents and other relatives during times of separation. An important issue is the extent to which video communication with children can approximate a physical presence such that familial relationships can be truly maintained by this means. Methodology/Principal Findings The current study employed an adaptation of the Separation and Reunion Paradigm with children (17 months to 5 years) to investigate the potential for video communication with a parent to afford a sense of proximity and security to children. The protocol involved a free-play session with the parent, followed by two separation-reunion episodes. During one of the separation episodes the parent was ‘virtually available’ to the child via a video link. Our results revealed three important differences. First, children left alone played longer in a strange room when their parent was virtually available to them compared to when the children were left alone with neither physical nor video contact with their parent. Second, younger participants sought physical contact with their parent less at the end of the video separation episode compared to when they were left entirely alone. Finally, the comparison between free play with video and free play with parent, revealed that the children exhibit a similar level of interactivity with their parent by video as they did in person. Conclusions/Significance For young children a video connection can have many of the same effects as a physical presence. This is a significant finding as it is the first such empirical demonstration and indicates considerable promise in video communication as a tool to maintain family relationships when physical presence is not possible.

Seeing is Believing but is Hearing? Comparing Audio and Video Communication for Young Children

Video communication has been shown to create a sense of proximity between young children and parents. To determine if video affords a stronger sense of proximity and engagement than a traditional telephone, the current experiment employed a Separation and Reunion Paradigm with either a video-link or an audio-link available to the separated dyad. Results revealed that during the separation with a video-link, more children remained content to be physically alone than during the audio-link, children played more and displayed more positive affect. This is the first empirical demonstration that video provides a stronger sense of proximity and enjoyment for young children than audio, suggesting that video is a more appropriate medium to meaningfully connect children to relatives during geographical separation.

The English proficiency and academic language skills of Australian bilingual children during the primary school years.

Purpose: Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4–5 years of age predicts academic language and literacy skills among Australian bilingual children at 10–11 years of age, as part of the Longitudinal Study of Australian Children (LSAC, 2012). Method: The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Result: Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). Conclusion: The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

When and why parents involve young children in video communication

Abstract Recent media reports have suggested video communication use by young children. However, the popularity of video communication by young children has yet been determined. Although some research has shown similarities between young children’s experience of a parent’s physical and virtual presence, little is known about the ecological applications of video communication and its benefits to young children. Using a brief quantitative questionnaire, this study shows that younger children started video communication at significantly earlier ages than the older children in the sample (n = 308). Qualitative responses from parents of 17 children suggested different perceptions of their childrens video communication experience. These preliminary findings are considered in the context of the value of video communication in different situations, the developmental factors associated with screen media including memory transfer across modalities, and the development of skills that facilitate effective communication.

Transfer of Problem Solving Skills from Touchscreen to 3D Model by 3- to 6-Year-Olds

Although much published research purports that young children struggle to solve problems from screen-based media and to transfer learning from a virtual to a physical modality, Huber et al. (2016)’s recent study on children solving the Tower of Hanoi (ToH) problem on a touchscreen app offers a clear counter example. Huber et al. (2016) reported that children transferred learning from media to the physical world. As this finding arguably differs from that of prior research in this area, the current study tests whether the Huber et al. (2016) results could be replicated. Additionally, we extended the scope of the Huber et al. (2016) work by testing a broader age range, including children as young as 3 years, and using a culturally distinct participant pool. The results of the current study verified Huber et al.’s (2016) conclusion that 4- to 6-year-old children are capable of transferring the ToH learning from touchscreen devices to the physical version of the puzzle. Children under 4 years of age, in contrast, showed little ability to improve at the ToH problem regardless of the practice modality—suggesting that a different problem-solving task is required to probe very young children’s ability to learn from touchscreen apps.

An Open Label Study investigating the Efficacy of Hypericum perforatum Special Extract (ZE117), Nicotine Patches and Combination (ZE117)/ Nicotine Patches for Smoking Cessation

Introduction: Nicotine addiction has become one of the largest international health problems, increasing the risk of cardiovascular disease, cancers, and respiratory diseases. There are several treatments available for smoking cessation with the most common transdermal nicotine replacement and anti-depressants. However current treatments are only mildly efficacious and have side effects which lead to a decrease in their effectiveness. Additional treatments for smoking cessation with lower side effects are required. Methods: We examined the efficacy of Remotiv® (Hypericum perforatum Special Extract - ZE117) compared to Nicabate® CQ Nicotine Replacement Therapy (NRT) and combination ZE117/NRT for smoking cessation over a treatment time of 10 weeks. Given the different pharmacological profiles of Ze117 and NRT it was expected that a combination treatment would be most efficacious for smoking cessation than the other two treatments alone. Sixty smokers aged between 18 and 60 years were enrolled in the study. Smoking status was assessed using CO levels measured by the Bedfont Smokerlyzer (primary outcome measure). Secondary outcome measures of anxiety, DSMIV nicotine dependence and Fagerstrom craving and symptoms were also recorded. Results: A significant main effect of reduction in the number of smokers over the course of the study was observed although there were no significant differences between any of the treatment groups on this variable after 14 weeks. Conclusions: These results indicate that the three treatment options are equally efficacious for smoking cessation. Interestingly the Ze117 treatment significantly reduced the amount of craving over the treatment duration of the study compared to the other two treatments indicating a possible mechanism by which Ze117 may assist in smoking cessation.

Academic outcomes of multilingual children in Australia

Abstract Purpose: The Australian educational system is increasingly challenged to meet the needs of multilingual students, who comprise a fifth of the student population. Within the context of a monolingual English curriculum, multilingual children who enter school not yet English proficient may be at risk of experiencing inequitable educational outcomes. Method: We examined the relationship between the timing of multilingual children’s acquisition of receptive English vocabulary skills and subsequent reading and numeracy outcomes, as well as factors associated with earlier versus later timing of acquisition. Data were drawn from the Kindergarten-cohort (n = 4983) of the Longitudinal Study of Australian Children – a nationally representative, community sample of Australian children. Result: Linear regression analyses revealed that multilingual children who begin school with proficient receptive English vocabulary skills, or who acquire proficiency early in schooling, are indistinguishable from their monolingual peers in literacy and numeracy outcomes by 10–11 years. However, later acquisition of receptive English vocabulary skills (i.e. after 6–7 years) was associated with poorer literacy outcomes. In turn, socioeconomic disadvantage and broader language or learning problems predicted this later acquisition of receptive English vocabulary skills. Conclusion: All children need to be supported during the early years of school to reach their full educational potential.

Can a teacher-reported indicator be used for population monitoring of oral language skills at school entry?

Abstract Purpose: Monitoring oral language skills at the population level would provide valuable data to inform policy decisions to better support children’s oral language skills in schools. The Australian Early Development Census (AEDC) is a teacher-rated population measure of early child development that includes a rating of children’s oral communication in the classroom (OCC). Method: This study evaluates the validity of the OCC indicator for population monitoring of children’s oral language skills, capitalising on data from two datasets: the 2012 AEDC cohort (n = 289 973) and a subsample of children from the Longitudinal Study of Australian Children for whom AEDC data were also collected (n = 720). Result: Construct validity was demonstrated by showing significant differences in OCC ratings between subpopulations of children who would be expected to differ in terms of oral language skills at school entry (e.g. children with a diagnosed speech-language impairment compared to those with no impairment). OCC ratings were associated with externally validated measures of language, suggesting convergent validity. No relationship was found between OCC ratings and physical health scores, indicating divergent validity. Conclusion: The findings support the use and interpretation of the OCC indicator as a tool for population-level monitoring of oral language in Australian school entrants.