Search results

1

Rozumienie dyrektyw przez dzieci przedszkolne

100%

Czaplewska E.

Psychologia Rozwojowa

|

2005

|

vol. 10

|

issue 3

PL

Pre-school children’s understanding of instructionsIn spite of the large amount of research on children’s speech development, we still do not have a system of developmental norms which would describe changes in the area of communicative competence. There has also been insufficient research on the development of pragmatic aspects of communication. In regard to this situation, the purpose of our research was to determine a basic developmental model relating to certain communicative skills, in particular the understanding of instructions by young children. Through the research, an effort was made to determine at which age children begin to understand indirect requests; in which situational or social contexts they interpret utterances as requests, and in which as questions of possibilities. The study examined when children begin to understand the intentions conveyed in expressions such as ‘I wonder…’ and ‘I would be glad if…’The research group consisted of 68 children (42 boys and 26 girls) at ages ranging from 3.5 years to 6.5 years old. The researcher used a technique in which the child’s task was to interpret the words of a toy space-alien. The data collected may allow one to state that it is around the age of five that children begin to understand indirect instructions.

2

Children with Language Disorders or Late Bloomers – the problem of differential diagnosis

100%

Czaplewska E.

Polish Psychological Bulletin

|

2016

|

vol. 47

|

issue 3

258-264

EN

Communication problems are often the first noticeable symptom of developmental abnormalities. About 15% of children at the age of 2 years demonstrate a lower level of speech expression than their peers. Speech development disorders may constitute either symptoms of global developmental delay or only isolated difficulties. One of the main challenges for professionals dealing with early development support is recognizing whether a child whose linguistic competence differs significantly from that of their peers suffers from a specific language impairment, or whether they belong to the group of ‘late bloomers’ who at some point, without the intervention of a specialist, will achieve an appropriate level of communication skills. Although a differential diagnosis can be extremely difficult, the analysis of the literature leads to the conclusion that there are some markers that can aid a specialist in establishing an accurate diagnosis.

3

Dekodowanie mimicznych i wokalnych oznak emocji przez dzieci w wieku 4–7 lat

100%

Czaplewska E.

Psychologia Rozwojowa

|

2009

|

vol. 14

|

issue 2

PL

Deciphering vocal and facial signs of emotion by children aged 4 to 7Communication can be both verbal and non-verbal. Often a person’s true intentions are expressed non-verbally. The two main factors of non-verbal expression are voice and facial expression.Research has shown (Edwards, Manstead and MacDonalds, 1984; Głodowski, 1999) that children who decipher non-verbal signals most adeptly are the most popular among their peers, while those who show a lack of ability in this matter may experience social and educational failures.The purpose of this study was to determine: 1. If and to what extent preschool-aged children (4;0–7;11 years) recognize facial signs of emotion. 2. If and to what extent preschool-aged children recognize vocal signs of emotion. 3. If, in the case of a contradiction between the verbal and non-verbal message, pre-school children emphasize the content or the intonation of speech.This research involved the participation of 113 children attending pre-schools in the Tri- City. Analysis of the study results allowed us to state that as children mature, one can observe an increase in their ability to decipher emotions from facial expressions, while their ability to recognize emotions expressed by voice modulation decreases. Moreover, it appears that in the case of ambiguous messages, younger children place more emphasis on voice intonation than their older peers, whereas older children prefer the message content as the main indicator of information.

Refine search results

2 Psychologia Rozwojowa

1 Polish Psychological Bulletin

3 Czaplewska E.

1 2016

1 2009

1 2005

Rozumienie dyrektyw przez dzieci przedszkolne

Children with Language Disorders or Late Bloomers – the problem of differential diagnosis

Dekodowanie mimicznych i wokalnych oznak emocji przez dzieci w wieku 4–7 lat