Алмазова О.В., Бухаленкова Д.А., Гаврилова М.Н., Тарасова К.C. Лексические показатели развития речи у дошкольников с разным уровнем саморегуляции
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DOI:
10.24411/1997-9657-2018-10035
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Для цитирования статьи:
Алмазова О.В., Бухаленкова Д.А., Гаврилова М.Н., Тарасова К.C. Лексические показатели развития речи у дошкольников с разным уровнем саморегуляции // Современное дошкольное образование. – 2018. – №8(90). – С. 54–61. DOI: 10.24411/1997-9657-2018-10035
Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial» («Атрибуция-Некоммерчески») 4.0 Всемирная
Аннотация
В статье представлены результаты эмпирического исследования, в ходе которого была показана взаимозависимость развития регуляторных функций и лексического показателя развития речи в дошкольном возрасте. Исследование было проведено на выборке из 279 детей, посещающих старшие группы детских садов. Использованная для изучения лексической стороны речи методика «Ассоциативные ряды» оказалась адекватным инструментарием для оценки уровня лексического развития речи у детей старшего дошкольного возраста. Выявлены значимые различия в лексическом речевом развитии у детей с высоким и низким уровнем развития РФ. Более всего оказались связанными продуктивность выполнения заданий на лексическое развитие речи со слухоречевой рабочей памятью и когнитивной гибкостью. Продуктивность извлечения свободных ассоциаций оказалась связана с пространственной рабочей памятью, а направленные ассоциации (называние действий и животных) – с торможением.
Литература
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7. Bohlmann, N. L., Maier, M. F., & Palacios, N. (2015). Bidirectionality in self-regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child development, 86(4), 1094-1111.
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11. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., & Sexton, H. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428.
12. Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology, 47(2), 404.
13. Henry, L. A., Messer, D. J., & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of child psychology and psychiatry, 53(1), 37-45.
14. Korkman, M., Kirk, U., & Kemp, S. L. (2007). NEPSY II. Administrative Manual. San Antonio, TX: Psychological Corporation.
15. Kuhn, L. J., Willoughby, M. T., Wilbourn, M. P., Vernon-Feagans, L., Blair, C. B., & Family Life Project Key Investigators. (2014). Early communicative gestures prospectively predict language development and executive function in early childhood. Child Development, 85(5), 1898-1914.
16. Lehto, J. E., Juujдrvi, P., Kooistra, L., & Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21(1), 59-80.
17. Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of educational psychology, 101(3), 689.
18. Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100.
19. Lonigan, C. J., & Shanahan, T. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. National Institute for Literacy.
20. Pazeto, T. D. C. B., Seabra, A. G., & Dias, N. M. (2014). Executive functions, oral language and writing in preschool children: Development and correlations. Paidйia (Ribeirгo Preto), 24(58), 213-222.
21. Petersen, I. T., Bates, J. E., D’Onofrio, B. M., Coyne, C. A., Lansford, J. E., Dodge, K. A., Van Hulle, C. A. (2013). Language ability predicts the development of behavior problems in children. Journal of abnormal psychology, 122(2), 542.
22. Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26(2), 169-181.
23. Verhagen, J., & Leseman, P. (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of experimental child psychology, 141, 65-82.
24. Visu-Petra, L., Cheie, L., Benga, O., & Miclea, M. (2012). The structure of executive functions in preschoolers: An investigation using the NEPSY battery. Procedia-Social and Behavioral Sciences, 33, 627-631.
25. Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature protocols, 1(1), 297.
2. Ахутина Т.В. Методы нейропсихологического обследования детей 6–9 лет. – М.: Секачев, 2018.
3. Выготский Л.С., Запорожец А.В. Собрание сочинений: в 6 т. Т. 4. – М.: Педагогика, 1984.
4. Эльконин Д.Б. Детская психология: учеб. пособие для студ. высш. учеб. заведений. – М.: Издательский центр «Академия», 2007. – С. 44.
5. Blair, C., Protzko, J., & Ursache, A. (2011). Self-regulation and the development of early literacy. In Handbook of early literacy research. Guilford Press.
6. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78(2), 647-663.
7. Bohlmann, N. L., Maier, M. F., & Palacios, N. (2015). Bidirectionality in self-regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child development, 86(4), 1094-1111.
8. Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Developmental psychology, 38(3), 352.
9. Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old (vol 333, pg 959, 2011). Science, 334(6054), 311-311.
10. Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes?. Journal of Child Psychology and Psychiatry, 56(8), 848-856.
11. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., & Sexton, H. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428.
12. Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology, 47(2), 404.
13. Henry, L. A., Messer, D. J., & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of child psychology and psychiatry, 53(1), 37-45.
14. Korkman, M., Kirk, U., & Kemp, S. L. (2007). NEPSY II. Administrative Manual. San Antonio, TX: Psychological Corporation.
15. Kuhn, L. J., Willoughby, M. T., Wilbourn, M. P., Vernon-Feagans, L., Blair, C. B., & Family Life Project Key Investigators. (2014). Early communicative gestures prospectively predict language development and executive function in early childhood. Child Development, 85(5), 1898-1914.
16. Lehto, J. E., Juujдrvi, P., Kooistra, L., & Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21(1), 59-80.
17. Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of educational psychology, 101(3), 689.
18. Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100.
19. Lonigan, C. J., & Shanahan, T. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. National Institute for Literacy.
20. Pazeto, T. D. C. B., Seabra, A. G., & Dias, N. M. (2014). Executive functions, oral language and writing in preschool children: Development and correlations. Paidйia (Ribeirгo Preto), 24(58), 213-222.
21. Petersen, I. T., Bates, J. E., D’Onofrio, B. M., Coyne, C. A., Lansford, J. E., Dodge, K. A., Van Hulle, C. A. (2013). Language ability predicts the development of behavior problems in children. Journal of abnormal psychology, 122(2), 542.
22. Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26(2), 169-181.
23. Verhagen, J., & Leseman, P. (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of experimental child psychology, 141, 65-82.
24. Visu-Petra, L., Cheie, L., Benga, O., & Miclea, M. (2012). The structure of executive functions in preschoolers: An investigation using the NEPSY battery. Procedia-Social and Behavioral Sciences, 33, 627-631.
25. Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature protocols, 1(1), 297.
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