Desarrollo del lenguaje y pensamiento num&eacute;rico en educaci&oacute;n inicial: una revisi&oacute;n bibliogr&aacute;fica  <span class="so-article-trans-title" dir="auto"> Translated title: Language development and numerical thinking in early childhood education: a bibliographic review </span>

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Abstract

RESUMEN El trabajo buscó determinar los rasgos del desarrollo del lenguaje y pensamiento numérico en educación inicial desde una revisión bibliográfica. Se acopió y revisó documentalmente el material bibliográfico respecto al desarrollo del lenguaje y matemática. En la investigación se encontró que la familia juega un papel fundamental en la construcción de saberes previos de la matemática informal y la construcción de la simbolización de la realidad partiendo de las necesidades básicas y necesidades de la familia en concordancia con la escuela que amplía el contexto académico. Las habilidades que se desarrollan en las áreas básicas del currículo en el nivel inicial son la secuenciación, comparación de magnitudes, posición, la imitación, inferencia, relación, autorregulación como parte de la conciencia fonética del niño. Por otro lado, el docente de inicial cumple un rol fundamental como agente de vivencia para el desarrollo de las áreas básicas pues de él depende el desarrollo de las habilidades que servirán de base para los demás niveles.

Translated abstract

ABSTRACT The work sought to determine the features of the development of language and numerical thinking in initial education from a bibliographic review. The bibliographic material regarding the development of language and mathematics was collected and documentary reviewed. In the research it was found that the family plays a fundamental role in the construction of previous knowledge of informal mathematics and the construction of the symbolization of reality based on the basic needs and needs of the family in accordance with the school that broadens the context academic. The skills that are developed in the basic areas of the curriculum at the initial level are sequencing, magnitude comparison, positioning, imitation, inference, relationship, self-regulation as part of the child's phonetic awareness. On the other hand, the pre-school teacher plays a fundamental role as an agent of experience for the development of basic areas, since the development of the skills that will serve as the basis for the other levels depends on him.

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When Speech Stops, Gesture Stops: Evidence From Developmental and Crosslinguistic Comparisons

Maria Graziano, Marianne Gullberg (2018)

There is plenty of evidence that speech and gesture form a tightly integrated system, as reflected in parallelisms in language production, comprehension, and development (McNeill, 1992; Kendon, 2004). Yet, it is a common assumption that speakers use gestures to compensate for their expressive difficulties, a notion found in developmental studies of both first and second language acquisition, and in theoretical proposals concerning the gesture-speech relationship. If gestures are compensatory, they should mainly occur in disfluent stretches of speech. However, the evidence is sparse and conflicting. This study extends previous studies and tests the putative compensatory role of gestures by comparing the gestural behavior in fluent vs. disfluent stretches of narratives by competent speakers in two languages (Dutch and Italian), and by language learners (children and adult L2 learners). The results reveal that (1) in all groups speakers overwhelmingly produce gestures during fluent speech and only rarely during disfluencies. However, L2 learners are significantly more likely to gesture in disfluency than the other groups; (2) in all groups gestures during disfluencies tend to be holds; (3) in all groups the rare gestures completed in disfluencies have both referential and pragmatic functions. Overall, the data strongly suggest that when speech stops, so does gesture. The findings constitute an important challenge to both gesture and language acquisition theories assuming a mainly (lexical) compensatory role for (referential) gestures. Instead, the results provide strong support for the notion that speech and gestures form an integrated system.

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The Non-word Repetition Task as a clinical marker of Specific Language Impairment in Spanish-speaking children

Dolors Girbau (2016)

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Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

Vivien Heller, Katharina Rohlfing (2017)

The present study examines how young children and their caregivers establish reference by jointly developing stable patterns of bodily, perceptual, and interactive coordination. Our longitudinal investigation focuses on two mother–child dyads engaged in picture-book reading and play. The dyads were videotaped at home once every 6 weeks while the children aged from 9 to 24 months. Inspired by conversation analysis and multimodal analysis, our developmental approach builds on the insight that the situated and embodied production of reference is fundamentally an interactive achievement. To examine the acquisition of reference, we developed a descriptive instrument that takes account of not only the dyad's joint accomplishment but also each participant's contributions to it. The instrument is based on the sequential reconstruction of the jobs that both participants have to accomplish jointly in order to achieve reference: establishing visual perception as a relevant resource, constituting a domain of scrutiny, locating a target, and construing the (meaning of the) referent. Methodologically, these jobs serve as a tertium comparationis for the longitudinal comparison of both the adult's as well as the child's contributions to establishing reference. We used this instrument to examine (1) what bodily and verbal resources the participants employed, and (2) how their contributions to accomplishing the jobs changed over time. Findings showed that the acquisition of reference was closely related to the child's increasing ability to recognize, fulfill, and set up conditional relevancies. We conclude that the adult's dynamic and contextualized use of conditional relevancies, recipient design, and observability is a crucial driving force in the acquisition of reference.