1,721,113 research outputs found
Potenziare le competenze linguistiche dei bambini bilingui
No full textIl presente lavoro ha lo scopo di delineare alcuni metodi di potenziamento delle
competenze linguistiche utilizzabili con i bambini bilingui che acquisiscono l’italiano
come L2. La peculiarità dello sviluppo linguistico del bambino bilingue
è che l’acquisizione di due codici linguistici deve avvenire nello stesso lasso di
tempo e con la stessa quantità di risorse rispetto a quanto avviene nello sviluppo
linguistico monolingue. Per questo motivo, sta crescendo sempre di più
l’esigenza di predisporre strumenti di potenziamento che consentano di offrire
una maggiore stimolazione linguistica ai bambini bilingui. In questo articolo
verranno presentati due strumenti di potenziamento delle competenze linguistiche
per i bambini bilingui in età prescolare. Parlaspesa è uno strumento
sviluppato per i dispositivi mobili e ha l’obiettivo di facilitare l’acquisizione di
nuove parole. Risulta particolarmente adatto ai bambini bilingui nelle prime
fasi di acquisizione dell’italiano come L2. Il secondo strumento riguarda il
potenziamento delle abilità di comprensione del testo, è adatto ai bambini di
età prescolare, a partire dai 5 anni, e consente di favorire le competenze utili
per la successiva alfabetizzazione
Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children?
Full text linkBilingual exposure (BE) and socioeconomic status (SES) are associated with children’s development, but their specific and unique effects are still unclear. This study analyzed the influence of these environmental factors on a set of cognitive and linguistic abilities in preschoolers to disentangle their effects. One hundred-eleven Italian-speaking preschool children (mean age = 61 months; SD = 6.8) growing in a monolingual or multilingual context completed an assessment of cognitive (theory of mind, inhibition, attention shifting and working memory) and linguistic abilities (vocabulary, grammar, narrative comprehension, lexical access). The results of hierarchical regressions with predictors variation in BE (both Length and Daily exposure) and SES on each ability, shown a specific contribution of variation in SES, after controlling for BE, in vocabulary, grammar, and working memory (WM), and a specific contribution of variation in BE, over and above effect of SES, in vocabulary, narrative comprehension and WM. In addition, we found an interaction between these factors in predicting the performance of the theory of mind task (ToM). To conclude, variations in BE and SES are related independently to individual differences in linguistic and cognitive skills of children in preschool
How Does Toddlers’ Engagement in Literacy Activities Influence Their Language Abilities?
Full text linkDirect and indirect pathways of variation in length of exposure to the majority language, cognitive and language skills in Preschoolers’ listening narrative comprehension.
Full text linkvrLab: A Virtual and Remote Low Cost Electronics Lab Platform
Full text linkSARS-CoV2 pandemic stressed the need to increase adoption of remote teaching. Technical courses, specifically electronic engineering ones, suffered the miss of real lab experiments directly carried out by students. In this paper a new approach is presented, based on the usage of very low cost experimental boards, which act both as a measurement instrument and a programmable prototype circuit. A first board, targeted to analog and digital electronics courses experiments, has been designed, and is described in this paper
Alunni eccezionali
No full textIl capitolo mira a descrivere i vari tipi di disturbi del neurosviluppo e le caratteristiche degli alunni con plusdotazione. Infine, delinea alcuni metodi di insegnamento per questi studenti
Sviluppo cognitivo e del linguaggio
No full textIl capitolo mira a definire lo sviluppo e spiegare i principali processi, periodi e problematiche dello sviluppo, nonché i collegamenti tra sviluppo ed educazione. Inoltre, si discute lo sviluppo del cervello con cenni alla prospettiva neurocostruttivista e confrontare le teorie dello sviluppo cognitivo di Jean Piaget e Lev Vygotskij. Infine, vendono dentificate le caratteristiche chiave del linguaggio, le influenze biologiche e ambientali nell’acquisizione del linguaggio e le tappe principali dello sviluppo tipico del linguaggio del bambino
A Low Cost ALS and VLC Circuit for Solid State Lighting
Full text linkSolid state lighting is nowadays widely diffused both in residential and office or industrial environment. Ambient light sensing to modulate lamp power is typical, too, but sensors inside a lamp are a challenge, due to the high flux of these sources, which easily saturates nearby light detectors. Usually, separate sensing devices must be introduced in the system, thus increasing complexity and cost. In this work, a methodology will be presented, to allow integration of a light sensing device inside a lamp, using low cost circuitry to mitigate interactions between high power LED sources and sensing photodiodes. Moreover, the same circuit allows visual light communication among sources
L'utilizzo di gesti complessi come supporto per l’acquisizione di parole nuove durante attività di lettura ad alta voce. Studio pilota con bambini dai 3 ai 5 anni.
Full text linkFostering Broad Oral Language Skills in Preschoolers from Low SES Background
Full text linkSocioeconomic disparities increase the probability that children will enter school behind
their more advantaged peers. Early intervention on language skills may enhance language and literacy
outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic
Status) children. This study aimed to analyze the feasibility and eectiveness of a brief narrative-based
intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers
(N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed
whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have
shown that children in treatment group obtained greater gains than children in control group in
almost all intervention-based measures. There is also some evidence for the generalizability of the
intervention to other skills not directly trained during the intervention. Moreover, it was found that
children’s initial vocabulary mediates the intervention’s responsiveness showing that children with
high vocabulary made greater gains in higher-level components of language comprehension, whereas
children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest
that a relatively brief, but quite intensive narrative-based intervention, may produce improvements
on broad oral language skills in preschoolers from low-SES backgrounds
- …
