Learning to Talk, Talking to Learn: Effects of an early childhood language program in remote Northern Territory indigenous communities

学会说话，边说话边学习：幼儿语言项目对北领地偏远土著社区的影响

• 批准号: LP140100468
• 负责人: Prof Caroline Jones
• 金额: $ 12.87万
• 依托单位: Western Sydney University
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2015
• 资助国家: 澳大利亚
• 起止时间: 2015-04-30 至 2018-04-29
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP140100468
• 关键词: Learning; Talk; Talking; Learn; Effects

Both the quality and quantity of language children hear, and adult understandings of child development, drive children's future outcomes. Understanding how to improve both is critical to the lifelong education, employment and social potential of children from low socioeconomic families, especially with hearing loss. This project aims to examine to what extent a parent-implemented early childhood language program designed to buffer against effects of childhood otitis media can support indigenous children in remote northern Australia. Outcomes aim to be data on effects on children's language, attention, and school readiness, plus uptake of strategies and knowledge by parents and other adults, and evidence regarding best practice in such contexts.

儿童听到的语言的质量和数量，以及成人对儿童发展的理解，都决定了儿童未来的结果。了解如何改善这两个方面对于来自低社会经济家庭的儿童，特别是听力损失儿童的终身教育，就业和社会潜力至关重要。本项目旨在研究在多大程度上父母实施的幼儿语言计划，旨在缓冲儿童中耳炎的影响，可以支持土著儿童在偏远的北方澳大利亚。结果旨在提供关于对儿童语言、注意力和入学准备的影响的数据，以及父母和其他成年人对战略和知识的吸收情况，以及在这种情况下最佳做法的证据。