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- Bruce, Barbro
(author)
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Omsorgsfullt samspråkande
- 2016
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In: Omsorg i en förskola på vetenskaplig grund. - Stockholm : Natur och kultur. ; , s. 145-159
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Book chapter (other academic/artistic)abstract
- Omsorg i en förskola på vetenskaplig grund ingår i en serie förskolelitteratur. Omsorg är grundläggande i förskolans pedagogik och en viktig sida av alla mänskliga relationer. Den ska enligt läroplanen prägla verksamheten, och barn i förskolan ska erbjudas en trygg omsorg. Omsorg är också en viktig del i kunskapsrepertoaren hos dem som arbetar i förskolan, en kunskap som ofta förblir ”tyst” och svår att dela och utveckla utan ett gemensamt språk för det man gör. I boken Omsorg i en förskola på vetenskaplig grund utforskas omsorg i förskolan som fenomen och begrepp ur olika perspektiv. Här ges både nya kunskaper och ett bidrag till förskolans professionella språk för arbete med omsorg. Boken vänder sig både till studerande på förskollärarutbildningar och till verksamma pedagoger i förskolan.
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| 6. |
- Aspelin, Jonas
(author)
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Pedagogisk omsorg
- 2016
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In: Omsorg i en förskola på vetenskaplig grund. - Stockholm : Natur och kultur. ; , s. 49-66
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Book chapter (other academic/artistic)
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| 8. |
- Bruce, Barbro, et al.
(author)
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ADHD and language impairment A study of the parent questionnaire FTF (Five to Fifteen).
- 2006
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In: European Child & Adolescent Psychiatry. - : Springer Science and Business Media LLC. - 1435-165X .- 1018-8827. ; 15:1, s. 52-60
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Journal article (peer-reviewed)abstract
- The parental questionnaire FTF (Five to Fifteen) was given to parents of 76 children (mean age 11 years) diagnosed with ADHD. About half of the children had at least once been referred to a speech- and language pathologist. Most of them had not received any intervention or follow-up. A factor analysis identified six problem areas, which explain close to 75% of the total variation: Cognitive Skills, Motor/Perception, Emotion/Socialisation/Behaviour, Attention, Literacy Skills and Activity Control. The majority of the children had pragmatic problems, which are associated with some of the core aspects of the ADHD symptoms, especially inattention and impulsiveness. Communication and language comprehension caused these children many more problems than expressive language. Problems of reading and writing were very frequent. IQ-score was associated with maths and reading/writing. Additional items reflecting language skills, in particular language comprehension and pragmatics, were also found in other domains in the FTF, mainly in Executive functions, Learning and Social skills. Problems with language and pragmatics thus seem to be associated with the typical problems with learning and social skills in children with ADHD.
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| 9. |
- Bruce, Barbro, et al.
(author)
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An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues
- 2019
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In: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 35:3, s. 189-201
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Journal article (peer-reviewed)abstract
- Children with a history of developmental language disorder (DLD) entering school are a challenge for classroom teachers. Teachers are often not very familiar with DLD, and language difficulties in school age children are often not obvious in context-supported everyday language. However, their language is still vulnerable. The teachers’ way of talking with four children with DLD, two with predominantly production difficulties and stronger language comprehension and two with language comprehension difficulties were studied in two types of context, differing in their degree of structure. Variables for a quantitative analysis were number of words per minute and mean length of utterance (MLU) in words for both teachers and children, and the number of questions asked by the teacher. A qualitative analysis focused on identifying typical characteristics depending on context and the child’s type of difficulties. In both contexts the teachers talked more than the children, but the difference was smaller in the less structured context, mainly because the children talked more. The two children with predominantly production difficulties seemed to take advantage of the opportunities to take initiatives offered in the less structured context. The children with comprehension difficulties function better in the more structured context, where their comprehension difficulties were less obvious. Studies with more rigorous design analysing more aspects of teacher’s interactive behavior in different contexts and with children with different linguistic profiles are needed to provide teachers with information to raise their awareness of how to provide support adapted to the linguistic profiles of children with DLD.
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| 10. |
- Bruce, Barbro, et al.
(author)
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Assertiveness, responsiveness, and reciprocity in verbal interaction : Dialogues between children with SLI and peers wit typical language development
- 2010
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In: First language. - : Sage Publications. - 0142-7237 .- 1740-2344. ; 30:3-4, s. 493-507
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Journal article (peer-reviewed)abstract
- The present study examined assertiveness and responsiveness in two different conversational contexts: children with specific language impairment (SLI) interactiong with an age-matched peer with typical language development (TLD) and children with SLI interacting with a language-matched peer with TLD. The dialogues where the 10 participating children with SLI interactd with an age peer were characterized by a higher degree of responsiveness and coherence. The age peers tended to dominate the interaction with the children with SLI. The dialogues where children with SLI interacted with a language peer were characterized by less responsivenss and less coherence and the child with SLI was likely to be more dominant in the interaction. Thus children with SLI take different roles in verbal interaction depending on how much support the conversational partner can offer.
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