Veslemøy Rydland
Datos Biográficos
| ID | 1143166 |
|---|---|
| NOMBRE | Veslemøy Rydland |
| NOMBRES | Veslemøy |
| APELLIDO | Rydland |
| FIRMA | RYDLAND V |
| AFILIACIONES | University of Oslo |
| ORCID | 0000-0002-2036-3920 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAS | 12 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Narrative development in norwegian preschoolers
The current study examined how language and socio-emotional skills, demographic factors and being a second language learner relate to children’s narrative production. Participants were 270 linguistically diverse Norwegian preschoolers aged 3–5 years. Language and socio-emotional skills were assessed at the start of the current study, whereas narrative production was assessed twice, at the start of the study and one year later using the standardiz…
The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices
Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approach…
Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse Ecec Settings
This study investigated whether features of teacher talk predicted children’s oral language development in diverse early childhood education and care settings, and whether the potential effects differed due to children’s age or dual language learner (DLL) status. The study included 203 classrooms with 734 children aged between 25 and 59 months at onset, 56.6% of whom were DLLs. Teacher talk during small-group shared readings was recorded in the f…
Promoting classroom quality through professional development
Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES stu…
Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context
Research Findings: The Coping with Children’s Negative Emotions Scale (CCNES) is a self-report instrument developed to measure parents’ emotion socialization with their children. This study examined the factorial and convergent validity of a short version of the CCNES adapted for the early childhood education and care (ECEC) context. Using exploratory factor analysis with responses from 490 ECEC-workers from the Oslo Early Education Study, our re…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors
Teacher perceptions of parent collaboration in multi-ethnic Ecec settings
Introduction For teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration. Methods This study sought to e…
Teacher–Child Interactions During Toy Play and Book Sharing
Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers’ and children’s interactional contributions during book sharing and toy play. Examining dyads of five- to si…
Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool
Research Findings: This study used sequential analysis to investigate teachers’ use of literal and inferential questions and their relation to children’s responses during small-group shared reading in preschool. Participants were 202 dual-language learners (age 3–5 years) and 53 preschool teachers in multiethnic preschool classrooms in Norway. Teacher questions and child responses were coded for their inferential level, ranging from lower-order l…
The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers
The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of ch…
Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development
The present study investigated whether parent–child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children’s first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and Urdu). The analysis of shared reading was based on predefined story elements in the book, and differentiat…
First and second language sentence repetition
The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners’ (DLLs) linguistic proficiency. Considering that challenges with language learning, such as developmental language disorders (DLDs), is evident in both first and second language (L1 and L2), it is important to use tools that can assess la…
The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children
This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6–13), coming from six different L1 backgrounds in Norway. Results demonstrated that children’s L1 and L2 vocabulary skills increased with age. From a deficit perspective, the study confirms that in each age group, there is a vocabulary gap between the r…
Features of communication in Norwegian parent–child play interactions
Communication is best understood as occurring along three dimensions: interactional, conceptual, and linguistic. However, few studies have examined early parent–child communication along all three dimensions simultaneously. This study examines these three dimensions of communication in Norwegian parent–child interactions during play. Thirty-nine 2-year-old children participated in dyadic interactions with their fathers ( N = 30) and mothers ( N =…
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
This study examined whether a shared reading intervention in preschools serving multilingual populations in Norway had effects on teacher talk quality and whether these effects mediated child second-language outcomes. Four hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary a…
Language use, home literacy environment, and demography
From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However…
Shared Book Reading in Preschool Supports Bilingual Children’s Second-Language Learning
This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3–5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scri…
Bilingual preschool children’s second-language vocabulary development
Aims: In this study, we aimed to examine whether five-year-old children with varying first-language (L1) vocabulary skills benefitted differentially from second-language (L2) teacher-led group talk and peer-play talk when acquiring L2 vocabulary in preschool contexts. Design: The participants were 26 bilingual children, speaking Turkish (L1) and Norwegian (L2), who participated in a longitudinal study. At age five, they experienced variability in…
The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten
Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twemty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of mater…
Living in neighborhoods with high or low co-ethnic concentration
Immigrant students may use and develop language and literacy skills differently depending on the dominance of the first and second language (L1 and L2) in the neighborhoods where they live. In this study, neighborhood effects on students' reported language use at home and with peers, and on measured language and literacy proficiency, were investigated in a sample of 42 Turkish–Norwegian fifth-graders living in two cities in Norway. Differences we…
Does it matter?' Talking about ethnic diversity in preschool and first grade classrooms
Lexical Repetition in Second Language Learners' Peer Play Interaction
Recent studies have pointed to the importance of second language learners' use of repetition for conversational participation and language learning. This study researched the significance of repetition, varying in type and complexity, for second language learning children's verbal participation in play as well as their academic language skills and extended discourse participation. Twenty-seven 4- and 5-year-old children with Turkish as their firs…
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
This study examined whether a shared reading intervention in preschools serving multilingual populations in Norway had effects on teacher talk quality and whether these effects mediated child second-language outcomes. Four hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary a…
Does it matter?' Talking about ethnic diversity in preschool and first grade classrooms
Lexical Repetition in Second Language Learners' Peer Play Interaction
Recent studies have pointed to the importance of second language learners' use of repetition for conversational participation and language learning. This study researched the significance of repetition, varying in type and complexity, for second language learning children's verbal participation in play as well as their academic language skills and extended discourse participation. Twenty-seven 4- and 5-year-old children with Turkish as their firs…
Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development
The present study investigated whether parent–child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children’s first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and Urdu). The analysis of shared reading was based on predefined story elements in the book, and differentiat…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
Lexical Repetition in Second Language Learners' Peer Play Interaction
Recent studies have pointed to the importance of second language learners' use of repetition for conversational participation and language learning. This study researched the significance of repetition, varying in type and complexity, for second language learning children's verbal participation in play as well as their academic language skills and extended discourse participation. Twenty-seven 4- and 5-year-old children with Turkish as their firs…
Does it matter?' Talking about ethnic diversity in preschool and first grade classrooms
Living in neighborhoods with high or low co-ethnic concentration
Immigrant students may use and develop language and literacy skills differently depending on the dominance of the first and second language (L1 and L2) in the neighborhoods where they live. In this study, neighborhood effects on students' reported language use at home and with peers, and on measured language and literacy proficiency, were investigated in a sample of 42 Turkish–Norwegian fifth-graders living in two cities in Norway. Differences we…
The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten
Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twemty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of mater…
Bilingual preschool children’s second-language vocabulary development
Aims: In this study, we aimed to examine whether five-year-old children with varying first-language (L1) vocabulary skills benefitted differentially from second-language (L2) teacher-led group talk and peer-play talk when acquiring L2 vocabulary in preschool contexts. Design: The participants were 26 bilingual children, speaking Turkish (L1) and Norwegian (L2), who participated in a longitudinal study. At age five, they experienced variability in…
Shared Book Reading in Preschool Supports Bilingual Children’s Second-Language Learning
This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3–5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scri…
Language use, home literacy environment, and demography
From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental support in two different languages. However…
First and second language sentence repetition
The sentence repetition (SR) test is considered as a promising diagnostic tool for detecting language proficiency in monolingual learners, but less is known about its potential to identify dual language learners’ (DLLs) linguistic proficiency. Considering that challenges with language learning, such as developmental language disorders (DLDs), is evident in both first and second language (L1 and L2), it is important to use tools that can assess la…
The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children
This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6–13), coming from six different L1 backgrounds in Norway. Results demonstrated that children’s L1 and L2 vocabulary skills increased with age. From a deficit perspective, the study confirms that in each age group, there is a vocabulary gap between the r…
Features of communication in Norwegian parent–child play interactions
Communication is best understood as occurring along three dimensions: interactional, conceptual, and linguistic. However, few studies have examined early parent–child communication along all three dimensions simultaneously. This study examines these three dimensions of communication in Norwegian parent–child interactions during play. Thirty-nine 2-year-old children participated in dyadic interactions with their fathers ( N = 30) and mothers ( N =…
Do teacher talk features mediate the effects of shared reading on preschool children's second-language development
This study examined whether a shared reading intervention in preschools serving multilingual populations in Norway had effects on teacher talk quality and whether these effects mediated child second-language outcomes. Four hundred sixty-four children aged 3–5 years participated. They attended 123 classrooms that were randomly assigned to a shared-reading intervention condition or a comparison condition. The children's second-language vocabulary a…
Bilinguals Contingently Respond to Teacher Inferential Questions during Shared Reading in Preschool
Research Findings: This study used sequential analysis to investigate teachers’ use of literal and inferential questions and their relation to children’s responses during small-group shared reading in preschool. Participants were 202 dual-language learners (age 3–5 years) and 53 preschool teachers in multiethnic preschool classrooms in Norway. Teacher questions and child responses were coded for their inferential level, ranging from lower-order l…
The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers
The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of ch…
Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development
The present study investigated whether parent–child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children’s first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and Urdu). The analysis of shared reading was based on predefined story elements in the book, and differentiat…
Teacher perceptions of parent collaboration in multi-ethnic Ecec settings
Introduction For teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration. Methods This study sought to e…
Teacher–Child Interactions During Toy Play and Book Sharing
Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers’ and children’s interactional contributions during book sharing and toy play. Examining dyads of five- to si…
Promoting classroom quality through professional development
Substantial evidence shows that high-quality early childhood education and care (ECEC) positively affects children's development. However, many ECEC settings do not meet these standards, highlighting the need for professional development (PD) programs for staff. There is limited knowledge about effective PD models from the Nordic context, particularly in areas with large multiethnic, multilingual populations, and low-income families. The OEES stu…
Validation of the Coping with Children’s Negative Emotions Scale Adapted to the Early Childhood Education and Care Context
Research Findings: The Coping with Children’s Negative Emotions Scale (CCNES) is a self-report instrument developed to measure parents’ emotion socialization with their children. This study examined the factorial and convergent validity of a short version of the CCNES adapted for the early childhood education and care (ECEC) context. Using exploratory factor analysis with responses from 490 ECEC-workers from the Oslo Early Education Study, our re…
Home literacy environment, language use, and proficiency
Expanded research is needed on how the home environment shapes bilingual proficiency in young children exposed to a different language at home than in early childhood education and care settings. This study examined whether variation in language use with parents, language proficiency, and home literacy environments reflect bilingual profiles. Participants included 320 Norwegian dual language learners (aged 22–68 months) with diverse language back…
Exploring the role of early childhood educators’ emotion socialization strategies in the development of young children’s social and non-social play behaviors
Narrative development in norwegian preschoolers
The current study examined how language and socio-emotional skills, demographic factors and being a second language learner relate to children’s narrative production. Participants were 270 linguistically diverse Norwegian preschoolers aged 3–5 years. Language and socio-emotional skills were assessed at the start of the current study, whereas narrative production was assessed twice, at the start of the study and one year later using the standardiz…
The impact of an early childhood professional development intervention on teachers’ reports of pedagogical competence and approaches to socialisation practices
Professional development (PD) programmes aim to ensure high-quality educational practices in early childhood to support children's development. To understand the mechanisms behind improved educational practices, it is necessary to gain knowledge about how teachers experience change following PD programmes. This study examined the impact of a PD programme with coaching – the OEES – on teachers' reports of pedagogical competence, and their approach…
Does Teacher Talk During Shared Reading Predict Child Oral Language Development in Diverse Ecec Settings
This study investigated whether features of teacher talk predicted children’s oral language development in diverse early childhood education and care settings, and whether the potential effects differed due to children’s age or dual language learner (DLL) status. The study included 203 classrooms with 734 children aged between 25 and 59 months at onset, 56.6% of whom were DLLs. Teacher talk during small-group shared readings was recorded in the f…
Psychology (20 obras) · Developmental psychology (15 obras) · Linguistics (14 obras) · Mathematics education (13 obras) · Reading and Literacy Development (11 obras) · Language Development and Disorders (10 obras) · Multilingual Education and Policy (10 obras) · Pedagogy (10 obras) · Vocabulary (10 obras) · Early Childhood Education and Development (8 obras)