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The Childes Project: Tools for Analyzing Talk, Volume I: Transcription format and Programs
by Brian MacWhinneyVolume I is the first of two volumes that document the three components of the CHILDES Project. It is divided into two parts which provide an introduction to the use of computational tools for studying language learning. The first part is the CHAT manual, which describes the conventions and principles of CHAT transcription and recommends specific methods for data collection and digitization. The second part is the CLAN manual, which describes the uses of the editor, sonic CHAT, and the various analytic commands. The book will be useful for both novice and experienced users of the CHILDES tools, as well as instructors and students working with transcripts of child language. Volume II describes in detail all of the corpora included in the CHILDES database. The conversational interactions in the corpora come from monolingual children and their caregivers and siblings, as well as bilingual children, older school-aged children, adult second-language learners, children with various types of language disabilities, and aphasic recovering from language loss. The database includes transcripts in 26 different languages. The CD-ROM that accompanies these volumes includes the transcript files described in Volume II. It runs on both Windows and Macintosh platforms. For more information or updates to the files, visit the CHILDES Web site at http://childes.psy.cmu.edu
The Childes Project: Tools for Analyzing Talk, Volume II: the Database
by Brian MacWhinneyVolume I is the first of two volumes that document the three components of the CHILDES Project. It is divided into two parts which provide an introduction to the use of computational tools for studying language learning. The first part is the CHAT manual, which describes the conventions and principles of CHAT transcription and recommends specific methods for data collection and digitization. The second part is the CLAN manual, which describes the uses of the editor, sonic CHAT, and the various analytic commands. The book will be useful for both novice and experienced users of the CHILDES tools, as well as instructors and students working with transcripts of child language. Volume II describes in detail all of the corpora included in the CHILDES database. The conversational interactions in the corpora come from monolingual children and their caregivers and siblings, as well as bilingual children, older school-aged children, adult second-language learners, children with various types of language disabilities, and aphasic recovering from language loss. The database includes transcripts in 26 different languages.
Childhood Bilingualism: Aspects of Linguistic, Cognitive, and Social Development
by Peter Homel Michael Palij Doris AaronsonFirst published in 1987. This volume is based primarily on a conference on childhood bilingualism held at New York University on June 25 and 26, 1982 with an interest in exploring the nature of bilingual cognition and the effect of bilingualism on psychological development.
Childhood in Animation: Navigating a Secret World (Routledge Research in Cultural and Media Studies)
by Jane BatkinChildhood in Animation: Navigating a Secret World explores how children are viewed in animated cinema and television and examines the screen spaces that they occupy.The image of the child is often a site of conflict, one that has been captured, preserved, and recollected on screen; but what do these representations tell us about the animated child and how do they compare to their real counterparts? Is childhood simply a metaphor for innocence, or something far more complex that encompasses agency, performance, and othering? Childhood in Animation focuses on key screen characters, such as DJ, Norman, Lilo, the Lost Boys, Marji, Parvana, Bluey, Kirikou, Robyn, Mebh, Cartman and Bart, amongst others, to see how they are represented within worlds of fantasy, separation, horror, politics, and satire, as well as viewing childhood itself through a philosophical, sociological, and global lens. Ultimately, this book navigates the rabbit hole of the ‘elsewhere’ to reveal the secret space of childhood, where anything (and everything) is possible.This volume will be of great interest to scholars and students of animation, childhood studies, film and television studies, and psychology and sociology.
Children and Television: Fifty Years of Research (Routledge Communication Series)
by Norma Pecora John P. Murray Ellen Ann WartellaThis seminal volume is a comprehensive review of the literature on children's television, covering fifty years of academic research on children and television. The work includes studies of content, effects, and policy, and offers research conducted by social scientists and cultural studies scholars. The research questions represented here consider the content of programming, children's responses to television, regulation concerning children's television policies, issues of advertising, and concerns about sex and race stereotyping, often voicing concerns that children's entertainment be held to a higher standard. The volume also offers essays by scholars who have been seeking answers to some of the most critical questions addressed by this research. It represents the interdisciplinary nature of research on children and television, and draws on many academic traditions, including communication studies, psychology, sociology, education, economics, and medicine. The full bibliography is included on CD.Arguably the most comprehensive bibliography of research on children and television, this work illustrates the ongoing evolution of scholarship in this area, and establishes how it informs or changes public policy, as well as defining its role in shaping a future agenda. The volume will be a required resource for scholars, researchers, and policy makers concerned with issues of children and television, media policy, media literacy and education, and family studies.
Children and Their Changing Media Environment: A European Comparative Study (Routledge Communication Series)
by Sonia Livingstone Moira BovillFocusing on the meanings, uses, and impacts of new media in childhood, family life, peer culture, and the relation between home and school, this volume sets out to address many of the questions, fears, and hopes regarding the changing place of media in the lives of today's children and young people. The scholars contributing to this work argue that such questions--intellectual, empirical, and policy-related--can be productively addressed through cross-national research. Hence, this volume brings together researchers from 12 countries--Belgium, Denmark, Finland, France, Germany, the United Kingdom, Israel, Italy, the Netherlands, Spain, Sweden, and Switzerland--to present original and comprehensive findings regarding the diffusion and significance of new media and information technologies among children. Inspired by parallels and difference between the arrival of television in the family home during the 1950s and the present day arrival of new media, the research is based on in-depth interviews and a detailed comparative survey of 6- to 16-year-olds across Europe and in Israel. The result is a comprehensive, detailed, and fascinating account of how these technologies are rapidly becoming central to the daily lives of young people. As a resource for researchers and students in media and communication studies, leisure and cultural studies, social psychology, and related areas, this volume provides crucial insights into the role of media in the lives of children. The findings included herein will also be of interest to policymakers in broadcasting, technology, and education throughout the world.
Children as Rhetorical Advocates in Social Movements (Routledge Studies in Rhetoric and Communication)
by Luke Winslow Eli MangoldThis book examines “Rhetorical Children” as visible and vocal communicators, shaping public discourse on contentious social issues related to organized labor, civil rights, gun violence, and climate change. This book explores four key social movement case studies: the 1903 Mother Jones-led March of the Mill Children to reform child labor laws, the 1963 Dr. Martin Luther King, Jr.,-led Children’s Crusade to end segregation, the 2018 Parkland student-led March for Our Lives movement to end gun violence, and the ongoing struggle for climate change mitigation led by Swedish activist Greta Thunberg. Through these case studies, the book outlines three rhetorical strategies, namely children’s ability to activate adults’ moral obligation; to invoke threats to natality and lost childhood; and to disrupt social order. It enables readers to better understand rhetorical children and the rhetorical tools required for social movements. Assessing the powerful role children play in shaping public discourse, this book will be of interest to students and scholars in the fields of Communication Studies, Rhetoric, Public Address, Social Movements, and Cultural Studies.
Children Communicating: The First 5 Years (Routledge Communication Ser.)
by Wendy Samter Beth Bonniwell HaslettOffering a unique focus on the development of human communication, this book integrates and synthesizes a more comprehensive array of research than most investigations of communicative development. As such, it incorporates materials dealing with the development of nonverbal communication, language, and cognition, and examines how they are integrated in the growing child's everyday interaction. This information is distilled into a set of key principles and practices--culled from a variety of fields including developmental and social psychology, sociolinguistics, psycholinguistics, and communication--for parents or adults interested in child development. While this book does not offer an in-depth view in any one area, it provides a comprehensive overview of the various components of human communicative development and its significance for the child's cognitive and emotional growth. It is quite clear that developmental processes are constrained by multiple influences whose interactions have just begun to be uncovered. Examining the diverse facets of communicative development will enable professionals to garner further insights into the mystery of human communication.
Children in the Bible and the Ancient World: Comparative and Historical Methods in Reading Ancient Children (Studies in the History of the Ancient Near East)
by Shawn FlynnThe topic of children in the Bible has long been under-represented, but this has recently changed with the development of childhood studies in broader fields, and the work of several dedicated scholars. While many reading methods are employed in this emerging field, comparative work with children in the ancient world has been an important tool to understand the function of children in biblical texts. Children in the Bible and the Ancient World broadly introduces children in the ancient world, and specifically children in the Bible. It brings together an international group of experts who help readers understand how children are constructed in biblical literature across three broad areas: children in the Hebrew Bible and the Ancient Near East, children in Christian writings and the Greco-Roman world, and children and materiality. The diverse essays cover topics such as: vows in Ugarit and the Hebrew Bible, obstetric knowledge, infant abandonment, the role of marriage, Greek abandonment texts, ritual entry for children into Christian communities, education, sexual abuse, and the role of archeological figurines in children’s lives. The volume also includes expertise in biological anthropology to study the skeletal remains of ancient children, as well as how ancient texts illuminate Mary’s female maturity. The volume is written in an accessible style suitable for non-specialists, and it is equipped with a helpful resource bibliography that organizes select secondary sources from these essays into meaningful categories for further study. Children in the Bible and the Ancient World is a helpful introduction to any who study children and childhood in the ancient world. In addition, the volume will be of interest to experts who are engaged in historical approaches to biblical studies, while appreciating how the ancient world continues to illuminate select topics in biblical texts.
Children, Media, and Pandemic Parenting: Family Life in Uncertain Times (Routledge Studies in New Media and Cyberculture)
by Rebekah Willett Xinyu ZhaoThis book examines changes in families’ rules and routines connected with media during the pandemic and shifts in parents’ understanding of children’s media use.Drawing on interviews with 130 parents at the height of the COVID-19 pandemic, the book explores specific cultural contexts across seven countries: Australia, Canada, China, Colombia, South Korea, United Kingdom, and United States. Readers will gain an understanding of family media practices during the pandemic and how they were influenced by contextual factors such as the pandemic restrictions, family relationships and situations, socioeconomic statuses, cultural norms and values, and sociotechnical visions, among others. Further, encounter with theoretical framings will provide innovative ways to understand what it means for children, parents, and families to live in the digital age.This timely volume will offer key insights to researchers and graduate students studying in a variety of disciplines, including media and cultural studies, communication arts, education, childhood studies, and family studies.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution- Non Commercial- No Derivatives (CC- BY- NC- ND) 4.0 license.
Children Tell Stories: Teaching and Using Storytelling in the Classroom
by Martha Hamilton Mitch Weiss Dede HatchThe revised edition of this award-winning guidebook on storytelling in the classroom includes over 80% new material. The authors provide compelling rationales for the value of storytelling, links to state literacy learning standards, detailed storytelling unit tips, easy ideas for storytelling throughout the curriculum, and carefully selected and extensive bibliographies. Considered the classic in the field, Children Tell Stories is useful to both experienced and novice teachers and storytellers who work with students from preschool through college.
Children With Hearing Loss: Developing Listening and Talking, Birth to Six (3rd Edition)
by Carol Flexer Elizabeth B. ColeThe third edition of Children With Hearing Loss: Developing Listening and Talking, Birth to Six provides updated information from the previous two editions for both professionals and parents facilitating spoken language through listening (auditory brain access, stimulation, and development) in infants and young children with hearing loss. Also addressed is auditory brain development, audiologic technologies, auditory skill development, spoken language development, as well as family-focused intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk.
Children with Specific Language Impairment (Language, Speech, and Communication)
by Laurence B. LeonardThe landmark reference in the field, completely updated: a comprehensive treatment of a disorder that is more prevalent than autism. Children with specific language impairment (SLI) show a significant deficit in spoken language that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. More prevalent than autism and at least as prevalent as dyslexia, SLI affects approximately seven percent of all children; it is longstanding, with adverse effects on academic, social, and (eventually) economic standing. The first edition of this work established Children with Specific Language Impairment as the landmark reference on this condition, considering not only the disorder's history, possible origins, and treatment but also what SLI might tell us about language organization and development in general. This second edition offers a complete update of the earlier volume.Much of the second edition is completely new, reflecting findings and interpretations based on the hundreds of studies that have appeared since the publication of the first edition in 1997. Topics include linguistic details (descriptive and theoretical), word and sentence processing findings, genetics, neurobiology, treatment, and comparisons to such conditions as autism spectrum disorders, ADHD, and dyslexia. The book covers SLI in children who speak a wide range of languages, and, although the emphasis is on children, it also includes studies of adults who were diagnosed with SLI as children or are the parents of children with SLI.Written by a leading scholar in the field, Children with Specific Language Impairment offers the most comprehensive, balanced, and unified treatment of SLI available.
Children with Specific Language Impairment
by Laurence B. LeonardChildren with specific language impairment (SLI) show a significant deficit in spoken language that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. More prevalent than autism and at least as prevalent as dyslexia, SLI affects approximately seven percent of all children; it is longstanding, with adverse effects on academic, social, and (eventually) economic standing. The first edition of this work established Children with Specific Language Impairment as the landmark reference on this condition, considering not only the disorder's history, possible origins, and treatment but also what SLI might tell us about language organization and development in general. This second edition offers a complete update of the earlier volume. Much of the second edition is completely new, reflecting findings and interpretations based on the hundreds of studies that have appeared since the publication of the first edition in 1997. Topics include linguistic details (descriptive and theoretical), word and sentence processing findings, genetics, neurobiology, treatment, and comparisons to such conditions as autism spectrum disorders, ADHD, and dyslexia. The book covers SLI in children who speak a wide range of languages, and, although the emphasis is on children, it also includes studies of adults who were diagnosed with SLI as children or are the parents of children with SLI. Written by a leading scholar in the field, Children with Specific Language Impairment offers the most comprehensive, balanced, and unified treatment of SLI available.
Children, Youth and Adults with Asperger Syndrome: Integrating Multiple Perspectives
by Kevin StoddartThis book offers a comprehensive overview of clinical, research and personal perspectives on Asperger Syndrome, including contributions from parents and experts in the fields of psychology, social work, psychiatry, genetics, sexology and vocational counselling. It includes first-hand accounts from adults with AS, highlighting their difficulties in areas such as social competence and education. Specialist perspectives on AS, including sexuality and relationships, finding and keeping employment and anxiety and depression are sensitively addressed. The viewpoints of parents explore experiences of parenting AS individuals. These varied approaches to living with AS complement the emerging literature on theory, research and practice in this area. The broad scope of Children, Youth and Adults with Asperger Syndrome guarantees a wide readership among practitioners, students, parents, young people and adults with AS, educates service providers how to assist people with AS and suggests a model of interdisciplinary collaboration for administrators and funders.
Children’s Bodies in Schools: Corporeal Performances of Social Class
by Sue Ellen HenryBringing together sociology of the body with powerful examinations of educational theory and social class, Henry examines how children's experiences of school and pedagogy are shaped by their bodies and the ideas of social class and class identity that their bodies carry.
Children's Communication Skills: From Birth to Five Years
by Belinda BuckleyBased on a huge body of research in child language and communication development, Children's Communication Skills uses a clear format to set out the key stages of communication development in babies and young children. Its aim is to increase awareness in professionals working with children of what constitutes human communication and what communication skills to expect at any given stage. Illustrated throughout with real-life examples, this informative text addresses: normal development of verbal and non-verbal communication skills the importance of play in developing these skills developmental communication problems bilingualism, cognition and early literacy development working with parents of children with communication difficulties. Features designed to make the book an easy source of reference include chapter summaries, age-specific skills tables, sections on warning signs that further help may be needed, and a glossary of key terms. It will be of great use to a wide range of professionals in training or working in health, education and social care.
Children’s Knowledge-in-Interaction: Studies in Conversation Analysis
by Amanda Bateman Amelia ChurchThis book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication. The collection of studies explores children's interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.
Children's Language: Volume 11: Interactional Contributions To Language Development (Children's Language Ser.)
by Ayhan Aksu-Koç Keith E. Nelson Carolyn E. JohnsonThese volumes present coherent sets of papers developed along two of the thematic lines that underscored the program of the meeting of the International Association for the Study of Child Language in Istanbul in the summer of 1996. Thoroughly reviewed and updated to reflect the state of child language research and theory--particularly in the domains of discourse and interaction--they convey not only the flavor of that meeting but some of the most exciting trends in the field today. Each contribution in Volume 10,Developing Narrative and Discourse Competence, focuses on the differential effects of discourse genres, elicitation techniques, communicative contexts, literacy and schooling, and the oft-cited variables of age, language, and culture. Issues concerning the interrelations between social, cognitive, and affective capacities and processes in discourse are addressed. Each chapter raises theoretical questions regarding how and when representations are constructed to support new complexities. Presenting data from a cross-cultural and cross-linguistic perspective, this volume highlights both the particulars and the universals of the processes involved. The chapters in Volume 11, Interactional Contributions to Language Development, address issues including scaffolding of processing and learning in particular interactional sequences; linkages among interpersonal functions or relations, cognitive development, and semantic, syntactic, and pragmatic devices or forms; and models of how interactions proceed, input is selected, and learning advances across multiple rounds of interaction. Each of these volumes will be a valuable addition to the libraries of all who study the development of language.
Children's Language: Volume 7 (Children's Language Series)
by Gina Conti-Ramsden Catherine E. SnowThis volume presents current research findings on vital issues in language development compiled by an international group of leading researchers. The data are drawn from studies of the acquisition of Swedish, Polish, Serbo-Croatian, Hungarian, Portuguese, Italian, and English. Themes emphasized in all the chapters include the importance of the social context of acquisition, the existence of interconnections among various domains of language development, and the impossibility of understanding acquisition using a simple theory or a single methodological approach.
Children's Language: Volume 9 (Children's Language Series)
by Carolyn E. Johnson John H. V. GilbertThis volume brings together the work of 32 scholars from 13 countries -- investigations of children learning 15 different languages, in some instances more than one at a time. The scope of this work -- as broad as it is -- only partially represents the research interests and approaches of the more than 350 scholars from 34 countries who contributed papers or posters to the Sixth International Congress for the Study of Child Language. This investigative power and diversity are, for the most part, focused on topics and issues of modern day child language research that have been under discussion for the last 30 years or so. Some even go beyond that in early diary studies and philosophers' speculations. While the issues are mainly familiar ones, the 17 chapters contribute to the advancement of child language study in several specific ways. They: * represent current theoretical frameworks, both bringing the insights of the theories to the interpretation of language development and testing tenets or implications of the theories with child language data; * contribute substantively to the crosslinguistic study of child language, reflecting both the linguistic diversity of the authors themselves and a recent major shift in the approach to child language study; * build on the now considerable body of knowledge about children's language, both adding to information about the basic systems of phonology, syntax, and semantics, and extending beyond to explore aspects of narrative and literacy development, language acquisition by bilingual and atypical children, and language processing; and * contain hints of new directions in child language study, such as increased attention to the impact of phonology on other language systems. Taken as a whole, this volume reflects the current strength of crosslinguistic research, the application and testing of new theoretical developments, a new legitimacy of language disorder data, and a new appeal to the descriptive possibilities of language processing models. In addition, there is a theme that runs through many of the chapters and points the way for important research in the future: the role of prosody in the acquisition of various language structures and systems.
Children's Language: Volume 6 (Children's Language Series)
by Keith E. Nelson; Anne van KleeckThis series, Children’s Language, reflects the conviction that extensive work on entirely new fronts along with a great deal of reinterpretation of old-front data will be necessary before any persuasive and truly orderly account of language development can be assembled. None of the chapters are simply reviews, and none of the volumes are " handbooks" or " reviews" or introductory texts. Rather the volumes try to capture the excitement and complexity of thinking and research at the growing, advancing edges of this broad field of children’s language. In line with these goals for the Children’s Language series the present volume includes coverage of a fairly wide range of topics and subtopics. The authors for each chapter will weave their own story and we leave to them the introduction of their main plots and the major and minor characters in their scientific stories. This is volume 6.
Children's Language: Volume 4 (Children's Language Series)
by Keith E. NelsonFirst published in 1983. This series, Children’s Language, reflects the conviction that extensive work on entirely new fronts along with a great deal of reinterpretation of old-front data will be necessary before any persuasive and truly orderly account of language. For all volumes in the series there is a common scheme of operation with two tactics. First, to give authors sufficient planning time and freedom to arrive at a chapter-length account of their area of thinking which vividly shows both the progress and the problems in that area, with the author of each chapter free to find a workable proportion of new experimental contributions, review, and theory. The second tactic concerns the selection of topics for each volume. This is Volume 4. Structures about language and thought and children as employed in certain other fields may well be shaken and stimulated, particularly in education, sociology, anthropology, literature, and language remediation.
Children's Language: Volume 5 (Children's Language Series)
by Keith E. NelsonFirst published in 1985. In children’s language we are in search of the “ great bears,” the clear solid patterns that hold up after countless angles of view and after many, many lenses have been tried. In the first four volumes of this series, Children's Language, there has been coverage of alternative theories and methods in syntax, semantics, discourse, phonology, figurative language, second language learning, the transition to text processing, and story structures, among other topics. In order to present a lively account of development, the authors in the first four volumes were encouraged to each adopt a flexible format—one that best fit their own material rather than sticking to a standard review organization. Exactly the same approach has been taken by the authors of the present volume 5.
Children's Language: Volume 10: Developing Narrative and Discourse Competence (Children's Language Ser.)
by Keith E. Nelson Ayhan Aksu-Koç Carolyn E. JohnsonThese volumes present coherent sets of papers developed along two of the thematic lines that underscored the program of the meeting of the International Association for the Study of Child Language in Istanbul in the summer of 1996. Thoroughly reviewed and updated to reflect the state of child language research and theory--particularly in the domains of discourse and interaction--they convey not only the flavor of that meeting but some of the most exciting trends in the field today. Each contribution in Volume 10, Developing Narrative and Discourse Competence, focuses on the differential effects of discourse genres, elicitation techniques, communicative contexts, literacy and schooling, and the oft-cited variables of age, language, and culture. Issues concerning the interrelations between social, cognitive, and affective capacities and processes in discourse are addressed. Each chapter raises theoretical questions regarding how and when representations are constructed to support new complexities. Presenting data from a cross-cultural and cross-linguistic perspective, this volume highlights both the particulars and the universals of the processes involved. The chapters in Volume 11, Interactional Contributions to Language Development, address issues including scaffolding of processing and learning in particular interactional sequences; linkages among interpersonal functions or relations, cognitive development, and semantic, syntactic, and pragmatic devices or forms; and models of how interactions proceed, input is selected, and learning advances across multiple rounds of interaction. Each of these volumes will be a valuable addition to the libraries of all who study the development of language.