The Children's Research Initiative -- Integrative Approaches -- CRI: The Ecology of Early Language Development

儿童研究计划——综合方法——CRI：早期语言发展的生态学

• 批准号: 0126502
• 负责人: Cristina Schmitt
• 金额: $ 8.39万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-01 至 2004-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0126502&HistoricalAwards=false
• 关键词: Children; Research; Initiative; Integrative; Approaches

AbstractThe Ecology of Early Language DevelopmentMarguerite Barratt Establishing proficient communication skills in early childhood provides a critical foundation for social and emotional development and for subsequent academic achievement. The vast individual differences in early language skills that emerge in the context of children's families, cultures, and communities are important because of their long-term implications for children's school readiness and subsequent adaptation. The goal of the planning grant is to bring multidisciplinary perspectives to bear on the causes and consequences of individual differences in early language development. Some aspects of language are particularly fragile, particularly vulnerable to deprived conditions. Decades of excellent research within individual disciplines, including psychology, education, linguistics, family ecology, medicine, genetics, nursing, and speech and language science have described early language development. However, the explanations of processes that are emerging necessarily cross disciplinary boundaries (Chapman, 2000). Each discipline uses different theoretical frameworks, different vocabularies, and asks different questions. The ecological and developmental framework that will guide this research will bring together the perspectives of the various disciplines of 16 faculty scholars from Michigan State University. The planning process will (a) build the multidisciplinary context for the work through sessions with nationally prominent visiting scholars and (b) through planning sessions focused on development of a Center for the Study of the Ecology of Early Language Development. (c) The effort will integrate the domains of biology, family, culture, and community through research clusters that work to refine and integrate their science, with a focus on assessments, research designs, sampling strategies, and pilot research. During the planning period, (d) linkages will be strengthened with other research institutes and departments at MSU and with other Michigan institutions of higher education, particularly community colleges that provide certificates and degrees in early childhood education. (e) A Community Forum will solicit information about early language development from a broad coalition of Michigan partners. (f) Dissemination linkages are already in place with MSU Extension, collaborations with the state networks for child care and Head Start, the human service planning groups in each county, and the 53 Intermediate School Districts. (g) Policy linkages are in place with the Michigan legislative Children's Caucus, the state departments addressing social services, community health, and education, and several state level advocacy organizations. (h) A National Advisory Committee and a Community Advisory Committee will be assembled. The Institute for Children, Youth, and Families (ICYF), within the College of Human Ecology at Michigan State University, has a 30-year history of multidisciplinary research and outreach that serves as the foundation for this proposal. The research on the ecology of early language development will explicitly link to MSU's 10-year-old multidisciplinary Interdepartmental Graduate Specialization in Infant Studies. It will also link to MSU multidisciplinary graduate training programs in applied developmental science, cognitive science and neuroscience.

摘要早期语言发展的生态玛格丽特·巴拉特在儿童早期就建立了熟练的沟通技能，为社会和情感的发展以及随后的学业成就提供了重要的基础。在儿童家庭、文化和社区的背景下出现的早期语言技能的巨大个体差异是重要的，因为它们对儿童的入学准备和随后的适应具有长期影响。计划补助金的目标是将多学科视角应用于早期语言发展中个体差异的原因和后果。语言的某些方面特别脆弱，特别容易受到贫困条件的影响。几十年来个别学科的出色研究，包括心理学、教育学、语言学、家庭生态学、医学、遗传学、护理学以及言语和语言科学，都描述了早期语言的发展。然而，对正在出现的过程的解释必然跨越学科边界(Chapman，2000)。每个学科使用不同的理论框架，不同的词汇，提出不同的问题。指导这项研究的生态和发展框架将汇集来自密歇根州立大学的16名教师学者的不同学科的观点。规划进程将：(A)通过与全国知名访问学者的会议为这项工作建立多学科背景；(B)通过侧重于发展早期语言发展生态研究中心的规划会议。(C)这项工作将通过致力于完善和整合其科学的研究分组，将生物学、家庭、文化和社区领域结合在一起，重点放在评估、研究设计、抽样战略和试点研究上。在规划期间，(D)将加强与密歇根州立大学其他研究机构和系以及密歇根其他高等教育机构的联系，特别是与提供幼儿教育证书和学位的社区学院的联系。(E)一个社区论坛将从密歇根州广泛的合作伙伴联盟中征集有关早期语言发展的信息。(F)已经建立了与密歇根州立大学分校的传播联系，与国家儿童保育和学前教育网络、每个县的公共服务规划小组以及53个中级学区进行了合作。(G)与密歇根州立法机构儿童核心小组、处理社会服务、社区卫生和教育的州部门以及几个州一级的倡导组织建立了政策联系。(H)将组建一个国家咨询委员会和一个社区咨询委员会。密歇根州立大学人类生态学院下属的儿童、青年和家庭研究所(ICYF)拥有30年的多学科研究和推广历史，是这项提议的基础。这项关于早期语言发展生态的研究将与密歇根州立大学成立10年的多学科跨部门婴儿研究专业研究生明确联系起来。它还将与密歇根州立大学在应用发展科学、认知科学和神经科学方面的多学科研究生培训计划相联系。