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Jun 14, 2019

XVI European Congress of Psychology

EVALUATION OF EARLY CHILDHOOD BILINGUAL LEARNING ENVIRONMENT AND CHILD DEVELOPMENT

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Abstract

Bilingual education becomes increasingly important having broad perspectives in the modern educational system. To improve the bilingual development in children and their communicative competence in a multicultural education, we need to create a system of integrated psychological and pedagogical support for the formation of early bilingualism. The purpose of our research is theoretical substantiation, development and empirical approbation of the educational environment evaluation model, which will contribute to the effective bilingual education of preschool children. The model has practical significance for improving the quality of bilingual education, one of its tasks being the development of the child's personality. This work is based on the research by Bialystok and Martin (2004), showing that bilinguals outperform monolinguals, the study by Protasova (2005), which considers the factors, influencing early childhood multilingualism, and the works on a positive impact of bilingualism on cognitive development (Belyanin, 2009). The analysis of the data is based on theoretical foundations of sociocultural studies devoted to the educational environment as a source of a person’s mental development (Vygotsky, 1962; Bronfenbrenner, 1999). Our study of the early childhood bilingual learning environment was conducted in eight bilingual pre-school education institutions in the Republic of Tatarstan (part of Russia), mostly populated by the Tatars and Russians, in a megalopolis with a population of more than one million people, on a study sample of 528 people (24 teachers and 504 preschoolers). For diagnostic purposes were used international criteria for assessing the quality of preschool education, ECERS and the children were tested on well know measures of executive function. We established that the formation of a strong bilingualism is determined by the specifics of the socio-cultural conditions, in which children’s speech is developed. Here, the significant factors are: children’s cognitive development and their age, the level of proficiency in the native language and their personal qualities, especially their communicative features. We have specified a set of indicators of psychological evaluation by summarizing the results of our previously collected data analysis. Among the main components we can name multicultural, cognitive and activity-based, and communicative components.

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© Copyright 2019 Morressier GmbH.
All rights reserved.