Jenny L Gibson
Datos Biográficos
| ID | 3590704 |
|---|---|
| NOMBRE | Jenny L Gibson |
| NOMBRES | Jenny L |
| APELLIDO | Gibson |
| FIRMA | GIBSON J L |
| AFILIACIONES | University of Cambridge |
| ORCID | 0000-0002-6172-6265 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 11 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
English Language Development in Bilingual Education
Aims/objectives/research questions: A common concern for bilingual education is that it detracts from students’ progress with the society’s dominant language. Several studies in this area have focused on bilingual educational settings using the dominant societal language and a language that is the native one of the students. Findings are hard to generalise to other educational settings, due to the inherent heterogeneity of bilingual education, in…
Children's Use of Mental State Talk Is Connected Within Peer Dyads, but Unrelated to Theory‐of‐Mind Understanding
Across two studies we explore how individual and dyadic factors influence children's ( M age = 61 months; 52% male; 55% White British) use of mental state talk (MST) with peers during shared play. Results from actor‐partner interdependence modelling (APIM; n = 190 children) indicate that children's MST use is significantly linked to the MST use of their play partner but is unrelated to either their own or their play partner's theory‐of‐mind under…
Exploring Different Stakeholder Perspectives on Bilingualism in Autism
An increasing body of research suggests that bilingualism is possible and perhaps even advantageous for autistic individuals. However, several factors might influence parents' decisions about raising their autistic child bilingually, including national language policies, educational contexts, advice received from key professionals, and the child's individual strengths and needs. Accordingly, there is a clear imperative to understand how the views…
Early home learning support and home mathematics environment as predictors of children's mathematical skills between age 4 and 6
This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child enga…
A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions
A notable observation is the similarities in the cognitive processes of pretend play (PP) and counterfactual reasoning (CFR) as both involve thinking about alternatives to reality. It is argued by Weisberg and Gopnik ( Cogn. Sci. , 37 , 2013, 1368) that alternative thinking in PP and CFR is underpinned by an imaginary representational capacity but few studies have empirically investigated this link. We use a variable latent modelling approach to …
Emotions in Play
Play is an important context for children’s emotional and social development. Most play research has been focused on pretend play; however, observational studies have shown that children spend a considerable amount of time engaged in physical play. Although it is thought to be important, little is known about the role of physical play in children’s emotion socialization. Physical play can be categorized in two forms: exercise play and rough-and-t…
Language competence and beyond
Preview this article: Language competence and beyond, Page 1 of 1 /docserver/preview/fulltext/lab.21070.kat-1.gif
Evidence for Protective Effects of Peer Play in the Early Years
Peer play ability may be a protective factor against childhood mental health difficulties but there is lack of empirical evidence to support this hypothesis. We conducted longitudinal structural equation modelling study over a population cohort (N = 1676) to examine the effect of age 3 peer play ability on children's age 7 mental health outcomes (measured by the Strengths and Difficulties Questionnaire subscales). We modelled effects for the enti…
Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development
The quality of a child’s early language and communication environment (ELCE) is an important predictor of later educational outcomes. However, less is known about the routes via which these early experiences influence the skills that support academic achievement. Using data from the Avon Longitudinal Study of Parents and Children (n = 7,120) we investigated relations between ELCE (<2 years), literacy and social adjustment at school entry (5 years…
Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents
Adolescents with Developmental Language Disorder (DLD) are at risk for increased feelings of anxiety and depression compared to their typically developing (TD) peers. However, the underlying pathways involved in this relationship are unclear. In this initial study of the 'social mediation hypothesis', we examine social functioning as a mediator of emotional problems in a cross-sectional sample of adolescents with DLD and age- and sex-matched cont…
Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings
With greater linguistic diversity in educational settings around the world as a result of international migration, and a rise in autism diagnoses, educators are more frequently teaching children who are both neurodiverse and linguistically different to their peers. The aim of the present study was to uncover the perspectives and experiences of educational practitioners who provide support for bilingual learners on the autism spectrum in two lingu…
Participant engagement with play research - examples and lessons learned from the Centre for Play in Education, Development and Learning
Participatory approaches to play research emphasise the active engagement of key stakeholders in all aspects of the research. Ranging from children, parents and educators to policy makers, the Centre for Research on Play in Education, Development and Learning (PEDAL) at the Faculty of Education, University of Cambridge, UK, actively engages with a variety of play research stakeholders. The current paper focuses on the ways PEDAL Centre involves c…
Making sense of social pretense
Pretend play with peers is purportedly an important driver of social development in the preschool period; however, fundamental questions regarding the features of children's pretend play with a peer, and the effect of the dyad for pretend play, have been overlooked. The current study undertook detailed behavioral coding of social pretend play in 134 pairs of 5‐year‐old children (54% boys) in order to address three main aims: (a) describe the dura…
Introducing the Play in Education, Development and Learning (Pedal) Research Centre
This paper provides an overview of the work being conducted at the Play in Education, Development and Learning (PEDAL) Research Centre, based in the Faculty of Education, University of Cambridge, UK. PEDAL has three main aims, (1) To conduct world-class research, (2) To build capacity in play research and (3) To influence policy and practice. The present paper provides an overview of the history and rationale for PEDAL, followed by some detailed …
Using a “child's‐eye view” of social success to understand the importance of school readiness at the transition to formal schooling
Recent research into school readiness has highlighted the importance of not only children's cognitive and socio‐emotional skills, but also the degree to which they have family support in the home. The current study examines the association between social success upon school entry and teacher‐ratings of school readiness as assessed by the Brief Early Skills and Support Index (BESSI), controlling for language ability. Importantly, social success wa…
A call for greater transparency in health policy development
In this paper we describe a systematic attempt to determine whether child and adolescent mental health policy demonstrably draws upon peer-reviewed evidence, and to discover which other sources of evidence could be considered influential in policy development. In brief, we found that the scientific evidence base had been underutilised. However, peer-reviewed research was the most frequently documented source of information in the policies analyse…
Making sense of social pretense
Pretend play with peers is purportedly an important driver of social development in the preschool period; however, fundamental questions regarding the features of children's pretend play with a peer, and the effect of the dyad for pretend play, have been overlooked. The current study undertook detailed behavioral coding of social pretend play in 134 pairs of 5‐year‐old children (54% boys) in order to address three main aims: (a) describe the dura…
Children's Use of Mental State Talk Is Connected Within Peer Dyads, but Unrelated to Theory‐of‐Mind Understanding
Across two studies we explore how individual and dyadic factors influence children's ( M age = 61 months; 52% male; 55% White British) use of mental state talk (MST) with peers during shared play. Results from actor‐partner interdependence modelling (APIM; n = 190 children) indicate that children's MST use is significantly linked to the MST use of their play partner but is unrelated to either their own or their play partner's theory‐of‐mind under…
Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings
With greater linguistic diversity in educational settings around the world as a result of international migration, and a rise in autism diagnoses, educators are more frequently teaching children who are both neurodiverse and linguistically different to their peers. The aim of the present study was to uncover the perspectives and experiences of educational practitioners who provide support for bilingual learners on the autism spectrum in two lingu…
Introducing the Play in Education, Development and Learning (Pedal) Research Centre
This paper provides an overview of the work being conducted at the Play in Education, Development and Learning (PEDAL) Research Centre, based in the Faculty of Education, University of Cambridge, UK. PEDAL has three main aims, (1) To conduct world-class research, (2) To build capacity in play research and (3) To influence policy and practice. The present paper provides an overview of the history and rationale for PEDAL, followed by some detailed …
Exploring Different Stakeholder Perspectives on Bilingualism in Autism
An increasing body of research suggests that bilingualism is possible and perhaps even advantageous for autistic individuals. However, several factors might influence parents' decisions about raising their autistic child bilingually, including national language policies, educational contexts, advice received from key professionals, and the child's individual strengths and needs. Accordingly, there is a clear imperative to understand how the views…
A call for greater transparency in health policy development
In this paper we describe a systematic attempt to determine whether child and adolescent mental health policy demonstrably draws upon peer-reviewed evidence, and to discover which other sources of evidence could be considered influential in policy development. In brief, we found that the scientific evidence base had been underutilised. However, peer-reviewed research was the most frequently documented source of information in the policies analyse…
Using a “child's‐eye view” of social success to understand the importance of school readiness at the transition to formal schooling
Recent research into school readiness has highlighted the importance of not only children's cognitive and socio‐emotional skills, but also the degree to which they have family support in the home. The current study examines the association between social success upon school entry and teacher‐ratings of school readiness as assessed by the Brief Early Skills and Support Index (BESSI), controlling for language ability. Importantly, social success wa…
Making sense of social pretense
Pretend play with peers is purportedly an important driver of social development in the preschool period; however, fundamental questions regarding the features of children's pretend play with a peer, and the effect of the dyad for pretend play, have been overlooked. The current study undertook detailed behavioral coding of social pretend play in 134 pairs of 5‐year‐old children (54% boys) in order to address three main aims: (a) describe the dura…
Introducing the Play in Education, Development and Learning (Pedal) Research Centre
This paper provides an overview of the work being conducted at the Play in Education, Development and Learning (PEDAL) Research Centre, based in the Faculty of Education, University of Cambridge, UK. PEDAL has three main aims, (1) To conduct world-class research, (2) To build capacity in play research and (3) To influence policy and practice. The present paper provides an overview of the history and rationale for PEDAL, followed by some detailed …
Participant engagement with play research - examples and lessons learned from the Centre for Play in Education, Development and Learning
Participatory approaches to play research emphasise the active engagement of key stakeholders in all aspects of the research. Ranging from children, parents and educators to policy makers, the Centre for Research on Play in Education, Development and Learning (PEDAL) at the Faculty of Education, University of Cambridge, UK, actively engages with a variety of play research stakeholders. The current paper focuses on the ways PEDAL Centre involves c…
Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development
The quality of a child’s early language and communication environment (ELCE) is an important predictor of later educational outcomes. However, less is known about the routes via which these early experiences influence the skills that support academic achievement. Using data from the Avon Longitudinal Study of Parents and Children (n = 7,120) we investigated relations between ELCE (<2 years), literacy and social adjustment at school entry (5 years…
Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents
Adolescents with Developmental Language Disorder (DLD) are at risk for increased feelings of anxiety and depression compared to their typically developing (TD) peers. However, the underlying pathways involved in this relationship are unclear. In this initial study of the 'social mediation hypothesis', we examine social functioning as a mediator of emotional problems in a cross-sectional sample of adolescents with DLD and age- and sex-matched cont…
Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings
With greater linguistic diversity in educational settings around the world as a result of international migration, and a rise in autism diagnoses, educators are more frequently teaching children who are both neurodiverse and linguistically different to their peers. The aim of the present study was to uncover the perspectives and experiences of educational practitioners who provide support for bilingual learners on the autism spectrum in two lingu…
Emotions in Play
Play is an important context for children’s emotional and social development. Most play research has been focused on pretend play; however, observational studies have shown that children spend a considerable amount of time engaged in physical play. Although it is thought to be important, little is known about the role of physical play in children’s emotion socialization. Physical play can be categorized in two forms: exercise play and rough-and-t…
Language competence and beyond
Preview this article: Language competence and beyond, Page 1 of 1 /docserver/preview/fulltext/lab.21070.kat-1.gif
Evidence for Protective Effects of Peer Play in the Early Years
Peer play ability may be a protective factor against childhood mental health difficulties but there is lack of empirical evidence to support this hypothesis. We conducted longitudinal structural equation modelling study over a population cohort (N = 1676) to examine the effect of age 3 peer play ability on children's age 7 mental health outcomes (measured by the Strengths and Difficulties Questionnaire subscales). We modelled effects for the enti…
Early home learning support and home mathematics environment as predictors of children's mathematical skills between age 4 and 6
This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child enga…
A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions
A notable observation is the similarities in the cognitive processes of pretend play (PP) and counterfactual reasoning (CFR) as both involve thinking about alternatives to reality. It is argued by Weisberg and Gopnik ( Cogn. Sci. , 37 , 2013, 1368) that alternative thinking in PP and CFR is underpinned by an imaginary representational capacity but few studies have empirically investigated this link. We use a variable latent modelling approach to …
Exploring Different Stakeholder Perspectives on Bilingualism in Autism
An increasing body of research suggests that bilingualism is possible and perhaps even advantageous for autistic individuals. However, several factors might influence parents' decisions about raising their autistic child bilingually, including national language policies, educational contexts, advice received from key professionals, and the child's individual strengths and needs. Accordingly, there is a clear imperative to understand how the views…
Children's Use of Mental State Talk Is Connected Within Peer Dyads, but Unrelated to Theory‐of‐Mind Understanding
Across two studies we explore how individual and dyadic factors influence children's ( M age = 61 months; 52% male; 55% White British) use of mental state talk (MST) with peers during shared play. Results from actor‐partner interdependence modelling (APIM; n = 190 children) indicate that children's MST use is significantly linked to the MST use of their play partner but is unrelated to either their own or their play partner's theory‐of‐mind under…
English Language Development in Bilingual Education
Aims/objectives/research questions: A common concern for bilingual education is that it detracts from students’ progress with the society’s dominant language. Several studies in this area have focused on bilingual educational settings using the dominant societal language and a language that is the native one of the students. Findings are hard to generalise to other educational settings, due to the inherent heterogeneity of bilingual education, in…
Psychology (15 obras) · Developmental psychology (10 obras) · Early Childhood Education and Development (8 obras) · Social Psychology (8 obras) · Child and Adolescent Psychosocial and Emotional Development (6 obras) · Language Development and Disorders (4 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Political science (4 obras) · Social Psychology (4 obras)