X. Christine Wang

Closing the Vocabulary Gap?: A Review of Research on Early Childhood Vocabulary Practices

Our qualitative literature review of 31 published studies found that (a) three major approaches are used in early childhood classrooms to support childrens vocabulary learning—exposing children to advanced words, providing direct word-meaning instruction, and employing mixed-method interventions; (b) these practices support childrens learning of targeted vocabulary words and/or general vocabulary knowledge gains, but various methods have differential impacts on childrens depth of word knowledge; and (c) theme-based multimethod interventions are the most likely approach to close the gap. Based on these findings, we suggest future research directions and discuss implications for classroom practice.

Early Childhood Education Voucher in Hong Kong: Perspectives from Online Communities.

SummaryEducational authorities in the Hong Kong Special Administrative Region (HKSAR) of China introduced an early childhood education voucher system in 2007 with two implicit goals: to turn profit kindergartens into non-profit ones and to curtail parental choice. This initiative has caused a great deal of controversy locally and internationally, so the development of the voucher theory and practice in the Chinese context has become an interesting case to study. To investigate public views in Hong Kong on how well this voucher scheme adapts to local needs and to the local context, we collected Internet posts and analysed all the views presented in both Chinese and English virtual communities. Content and statistical analyses were conducted on the search results, and it was found that (1) there is overwhelming support for the voucher system; and (2) there is a range of opposing or supporting opinions and rationales on the two implicit goals. Based on the results, this unique Hong Kong voucher scheme is judged to be a rationally localised development of the voucher theory. The sociocontextual factors that shape the policy-making process are discussed, and the implications of this policy beyond Hong Kong and the field of ECE are also addressed.RésuméLes autorités scolaires de la Région Administrative Spéciale de Hong Kong (HKSAR) en Chine ont mis en place en 2007 un système de bons scolaires pour l’éducation des petits enfants (ECE) qui vise deux objectifs non conventionnels. L’un est de convertir les maternelles lucratives en maternelles à but non lucratif, l’autre — de restreindre l’éventail des choix parentaux. Cette initiative a provoqué une polémique aussi bien au niveau local qu’international et constitue un cas intéressant qui permet d’étudier le développement de la théorie et de la pratique des bons scolaires dans le contexte de Hong Kong. Visant à comprendre dans quelle mesure cette initiative de bons scolaires est adaptée aux besoins et aux contextes locaux, nous nous sommes concentrés sur le point de vue des communautés virtuelles, en recueillant et étudiant les messages placés sur les sites internet de langue Chinoise et Anglaise. Nous avons appliqué une analyse de contenu sur les résultats des recherches ce qui a permis de constater que: (1) l’initiative de bons scolaires avait le support de la majorité de la population, et (2) que les communautés virtuelles ont exprimé tout un éventail d’opinions et de justifications variant de favorables à adverses vis à vis des deux objectifs du système de bons scolaires. En s’appuyant sur ces résultats, le système de bons scolaires est considéré comme étant un développement de la théorie de Friedman qui est localisé rationnellement. Les éléments socioulturels qui déterminent la prise de décisions publiques sont examinés et leurs conséquences au-delà de Hong Kong et du domaine de l’éducation des petits enfants sont aussi abordées.ResumenLas autoridades educativas de la Región administrativa especial de Hong Kong de la República Popular de China introdujeron un sistema de vouchers para la educación infantil en 2007 con el propósito de alcanzar dos metas impllcitas: convertir a los kindergartens en instituciones sin fines de lucro, y ampliar las alternativas con las que cuentan los padres y representantes. Este proyecto ha originado una gran cantidad de controversia tanto local como internacional, de manera que el desarrollo de la teoría y práctica del voucher en la coyuntura china es un caso de estudio muy interesante. Para realizar una investigación de la opinión pública en Hong Kong sobre qué tan bien se adapta el proyecto de los vouchers a las necesidades y el contexto local, hemos recogido a través de Internet las opiniones, y analizado todos los puntos de vista, tanto en comunidades virtuales en chino como en inglés. Se realizó un análisis estadístico y de contenido de los resultados, y se pudo concluir que (1) el sistema de vouchers cuenta con un abrumador apoyo popular; y (2) existe una variedad de razones fundamentales y opiniones tanto adversas como de respaldo sobre las dos metas implícitas. Con base en estos resultados podemos decir que este proyecto de vouchers en Hong Kong es un desarrollo localizado racional de la teoría de vouchers. En la investigación se discuten los factores sociales y circunstanciales que moldean el proceso de toma de decisiones, así como el efecto de esta política fuera de Hong Kong y en el campo de la Educación Preescoarl.

Exploring a comprehensive model for early childhood vocabulary instruction: a design experiment

Addressing a critical need for effective vocabulary practices in early childhood classrooms, we conducted a design experiment to achieve three goals: (1) developing a comprehensive model for early childhood vocabulary instruction, (2) examining the effectiveness of this model, and (3) discerning the contextual conditions that hinder or facilitate its implementation. Guided by sociocultural theory and the design experiment framework, our study was conducted in one Head Start classroom and included a control class for comparison. The resulting model extends the existing instruction in several ways and effectively increases childrens target vocabulary knowledge. Contextual constraints were identified (high teacher turnover, low teacher buy-in, and rigid teacher roles) and addressed by working with the teachers towards developing a community of practice.

Young children’s buddy reading with multimodal app books: reading patterns and characteristics of readers, texts, and contexts

ABSTRACT This qualitative study investigated 27 US and 28 Turkish dyads of children between 4 and 6 years old who read 12 app books across a school year. Emergent coding and constant comparison were used to identify reading patterns in which the dyads engaged: hotspot-centric, text-centric, and integrated. Then we examined how characteristics of readers (socio-economic status, language, and gender), text (animations, navigation features, and typographical cues), and context (social interaction styles) were related to these reading patterns. Children read differently in their native versus a foreign language, and social interaction styles played a role in how reading patterns changed over time. Integrated reading, navigating sequentially through the app book, and collaborative social interactions were related to deeper meaning-making and the use of more effective reading patterns over time. Implications include how to model and scaffold app book reading practices, select texts for instruction, and design app books with features that have been shown to be effective.

Young children’s emergent science competences in everyday family contexts: a case study

ABSTRACT To address the lack of research in early science learning and young children’s informal science experiences, this exploratory case study investigated a 7-year-old girl’s (Abigail) emergent science competencies and how they are related to her science experiences in everyday family contexts. Data sources included observations, interviews, parent journals, and the child’s digital journals that were collected over six months. Open-ended coding and constant comparison were used to analyse data. Findings revealed that Abigail’s emergent science competencies were naïve but playful and included a developing, but sophisticated, understanding of the nature of science; family learning included both spontaneous and purposeful learning that contributed to her naïve theories and islands of expertise; and her mother’s scaffolding played an important role in her emergent science competencies. The study suggests ways to connect formal science learning with informal science engagement to further young children’s science competencies.