Social differences in vocabulary development of kindergarten children from Cuenca
Article Sidebar
Main Article Content
Abstract
Various studies suggest that children's vocabulary level is a fundamental factor for their school success. However, its development is marked from childhood by situations of social inequality, which leads some children to develop a rich and sophisticated vocabulary; and for others to develop a limited vocabulary. The purpose of this study was to analyze the incidence of social differences – related to the level of education of the mother and the type of school – in the development of the vocabulary of children from Cuenca. At the beginning of the school year, a total of 116 high school children from urban public, rural public and private instruction received a test that evaluated the depth of their vocabulary. The information on the level of education of the mother was obtained from the socioeconomic cards that rest in the educational institutions. The results showed that there are large inter-individual differences in children's vocabulary and that both the level of education of the mother and the type of school the children attend have a significant influence on the development of their vocabulary. From an educational point of view, the findings of this study point to the need to develop educational interventions aimed at stimulating the vocabulary of young children, mainly at home and in their preschool environment.
Downloads
Article Details
COPYRIGHT NOTICE
Authors who publish in the INNOVA Research Journal keeps copyright and guarantee the journal the right to be the first publication of the work under the Creative Commons License, Attribution-Non-Commercial 4.0 International (CC BY-NC 4.0). They can be copied, used, disseminated, transmitted and publicly exhibited, provided that: a) the authorship and original source of their publication (magazine, publisher, URL and DOI of the work) is cited; b) are not used for commercial purposes; c) the existence and specifications of this license of use are mentioned.
References
Aguado, G. (2002). El desarrollo del lenguaje de 0 a 3 años. Madrid: CEPE.
Barnes, E. M., Dickinson, D. K., & Grifenhagen, J. F. (2017). The role of teachers’ comments during book reading in children's vocabulary growth. The Journal of Educational Research, 110(5), 515-527. https://doi.org/10.1080/00220671.2015.1134422
Becker, B. (2011). Social disparities in children ́s vocabulary in early childhood. Does pre-school education help to close the gap? The British Journal of Sociology, 62(1), 1-20. https://doi.org/10.1111/j.1468-4446.2010.01345.x
Bleses, D., Makransky, G., Dale, P., Højen, A., y Ari, B. (2016). Early productive vocabulary predicts academic achievement 10 years later. Applied Psycholinguistics, 37(6), 1461-1476. https://doi.org/10.1017/S0142716416000060
Collins, M. F. (2010). ELL preschoolers’ English vocabulary acquisition from storybook reading. Early Childhood Research Quarterly, 25(1), 84-97. https://doi.org/10.1016/j.ecresq.2009.07.009
Coloma, C. J. y Chaf, G. (2021). Desarrollo de la comunicación oral. Documento de apoyo a las clases del Módulo 2. Santiago: Universidad de Chile.
D’Odorico, L. y Fasolo, M. (2007). Nouns and verbs in the vocabulary acquisition of Italian children. Journal Child Language, 34(4), 891-907. https://doi.org/10.1017/S0305000907008240
D’Odorico, L., Carubbi, S., Salerni, N., & Calvo, V. (2001). Vocabulary development in Italian children: A longitudinal evaluation of quantitative and qualitative aspects. Journal of Child Language, 28(2), 351-372. https://doi.org/10.1017/S0305000901004676
Defior, S. y Serrano, F. (2011). La conciencia fonémica, aliada de la adquisición del lenguaje escrito. Revista de Logopedia, Foniatría y Audiología, 31(1), 2-13. https://doi.org/10.1016/S0214-4603(11)70165-6
Diuk, B., Borzone, A. M., y Ledesma, R. (2010). Conocimiento de vocabulario, representaciones fonológicas y sensibilidad en niños pequeños de distinto sector social de procedencia. SUMMA Psicológica, 7(1), 33-50. https://dialnet.unirioja.es/descarga/articulo/3294923.pdf
Dickinson, D. K., Collins, M. F., Nesbitt, K., Toub, T. S., Hassinger-Das, B., Hadley, E. B., Golinkoff, R. M. (2018). Effects of teacher-delivered book reading and play on vocabulary learning and self-regulation among low-income preschool children. Journal of Cognition and Development, 20, 1-29. https://doi.org/10.1080/15248372.2018.1483373
Dickinson, D. K., Nesbitt, K. T., Collins, M. F., Hadley, E. B., Newman, K., Rivera, B. L., Hirsh-Pasek, K. (2019). Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts. Early Childhood Research Quarterly, 47, 341–356. https://doi.org/10.1016/j.ecresq.2018.07.012
Dore, R. A., Shirilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., Hirsh-Pasek, K. (2019). Education in the app store: using a mobile game to support U.S. preschoolers’ vocabulary learning. Journal of Children and Media, 13, 1–20. https://doi.org/10.1080/17482798.2019.1650788
Feinstein, L. (2003). Inequality in the early cognitive development of British children in the 1970 cohort. Economica, 70(277), 73-97. https://doi.org/10.1111/1468-0335.t01-1-00272
Golinkoff, R. M., de Villiers, J., Hirsh-Pasek, K., Iglesias, A., & Wilson, M. S. (2017). User’s manual for the Quick Interactive Language ScreenerTM (QUILSTM): A measure of vocabulary, syntax, and language acquisition skills in young children. Baltimore, MD: Paul H. Brookes.
Hadley, E. B., & Dickinson, D. K. (2018). Measuring young children’s word knowledge: A conceptual review. Journal of Early Childhood Literacy, 1-29. https://doi.org/10.1177/1468798417753713
Hjetland H. N., Brinchmann E. I., Scherer R., y Melby-Lervåg M. (2017). Preschool predictors of later reading comprehension ability: a systematic review. Campbell Systematic Reviews, 14, 1-155. https://doi.org/10.4073/csr.2017.14
Hoff, E. (2003). The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368-1378. https://doi.org/10.1111/1467-8624.00612
INEC - Instituto Nacional de Estadísticas y Censos. (2021). Encuesta nacional de empleo, desempleo y subempleo 2021 (ENEMDU). Indicadores de pobreza y desigualdad. Quito, Ecuador. https://bit.ly/3KZbXCl
INEVAL - Instituto Nacional de Evaluación Educativa (2018). La educación en Ecuador: logros alcanzados y nuevos desafíos Resultados educativos 2017-2018. Quito: Instituto Nacional de Evaluación Educativa. https://bit.ly/3yeBv9C
Justice, L. M., Jiang, H., Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79-92. https://doi.org/10.1016/j.ecresq.2017.09.003
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2020). More than words: Narrator engagement during storytelling increases children’s world learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly, 51, 338-351. https://doi.org/10.1016/j.ecresq.2019.12.009
Martinez, E. (1998). Lingüística: Teoría y aplicaciones. Barcelona: Editorial Masson.
Mihai, A. (2021). Teacher–Child Interactions that Target Vocabulary Development in Two Preschool Classrooms: A Conversation Analytic Approach. International Journal of Early Childhood, 53, 279-296. https://doi.org/10.1007/s13158-021-00296-6
Ministerio de Educación. (2019). Currículo de los niveles de educación obligatoria. Subnivel preparatorio. Segunda Edición. Quito, Ecuador. https://bit.ly/3yfPr3j
Mullis, I., Martin, M., Foy, P., & Arora, A. (2012). TIMSS 2011 International results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Naciones Unidas (2018). The 2030 Agenda and the sustainable development goals: An opportunity for Latin America and the Caribbean. Santiago: United Nations. https://bit.ly/3HV4in2
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Pizarro-Laborda, P., Espinoza-Velasco, V., y Riquelme-Arredondo, A. (2020). Investigación en instrucción de vocabulario de preescolares en contextos de riesgo socioeconómico: una revisión de literatura. Voces y Silencios: Revista Latinoamericana de Educación, 11(1), 4-20. https://doi.org/10.18175/VyS11.1.2020.1
Proctor, C. P., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C., y Neugebauer, S. (2011). Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing, 24(5), 517-544. https://doi.org/10.1007/s11145-009-9218-2
Requa, M. K., Chen, Y. I., Irey, R., & Cunningham A. E. (2022). Teaching parents of at-risk preschoolers to employ elaborated and non-elaborated vocabulary instruction during shared storybook reading. Journal of Research in Childhood Education, 36(1), 159-182. https://doi.org/10.1080/02568543.2021.1931579
Rowe, M. L. (2017). Understanding socioeconomic differences in parents’ speech to children. Child Development Perspectives, 12(2), 122–127. https://doi.org/10.1111/cdep.12271
Rowe, M. L. y Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in early child vocabulary size at school entry. Science 323(5916), 951-3. https://doi.org/10.1126/science.1167025
Silva-Trujillo, M. (2014). El estudio de la comprensión lectora en Latinoamérica: necesidad de un enfoque en la comprensión. Innovación Educativa, 14(64), 47-56. https://www.redalyc.org/articulo.oa?id=179430480005
Sparapani, N., Connor, C. M., McLean, L., Wood, T., Toste, J., & Day, S. (2018). Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade. Contemporary Educational Psychology, 53, 159-167. https://doi.org/10.1016/j.cedpsych.2018.03.003
Stahl, S. y Nagy, W. (2006). Teaching word meaning. Mahwah, Nueva Jersey, Londres: Lawrence Erlbaum Associates.
Strasser, K., del Río, F., y Larraín, A. (2013). Profundidad y amplitud del vocabulario: ¿Cuál es su rol en la comprensión de historias en la edad pre-escolar? Estudios de Psicología, 34(2), 221-225. https://doi.org/10.1174/021093913806751401
Strasser, K., Lissi, M. R., y Silva, M. (2009). Gestión del tiempo en 12 salas chilenas de kindergarten: recreo, colación y algo de instrucción. Psykhe, 18(1), 85-96. https://doi.org/10.4067/S0718-22282009000100008
Strasser, K. y Lissi, M. R. (2009). Home and instruction effects on emergent literacy in a sample of Chilean Kindergarten children. Scientific Studies of Reading, 13(2), 175-204. https://doi.org/10.1080/10888430902769525
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95. https://doi.org/10.1016/j.cogdev.2018.04.005
UNESCO. (2021). Estudio Regional Comparativo y Explicativo (ERCE 2019): reporte nacional de resultados; Ecuador. https://unesdoc.unesco.org/ark:/48223/pf0000380246
Wasik, B. A., & Hindman, A. H. (2020). Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly, 50(1), 101-113. https://doi.org/10.1016/j.ecresq.2018.11.001
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37(4), 39-57. https://doi.org/10.1016/j.ecresq.2016.04.003
Wechsler, D. (2002). Wechsler preschool and primary scale of intelligence – third edition. New York: Psychological Corporation.
Weinert, S. (2004). The development of vocabulary and cognitive development. Sprache · Stimme · Gehör, 28(1), 20–28. https://doi.org/10.1055/s-2004-815480