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<div class="moz-cite-prefix">Very well spoken, Gisela.<br>
Bruno Estigarribia<br>
UNC Chapel Hill<br>
</div>
<blockquote
cite="mid:7FEFCC3B-E47D-4B3C-8768-F835C916098A@gmail.com"
type="cite">Thank you Gisela for your own input!
<div>Best,</div>
<div>Aliyah</div>
<div><br>
<div>
<div>Le 10 déc. 2013 à 16:13, Gisela Szagun a écrit :</div>
<br class="Apple-interchange-newline">
<blockquote type="cite">
<div dir="ltr">
<div>
<div>
<div>
<div>
<div>
<div>
<div>Hi Aliyah,<br>
<br>
</div>
reading and feeling inspired by Ignazio's
message, I would like to join this exchange
somewhat belatedly. I would like to make two
points regarding language development in
children with CI and draw a conclusion as to
why sign language may be useful for these
children.<br>
<br>
</div>
1) For some time now we have known that the
development of spoken language in children with
CI is characterized by an enormous variability.
Individual children vary to an extent which is
not observed in typical development (although
variability is large there, as well). This holds
irrespective of age at implantation. Children
implanted before the age of 24 months may - as a
group - have a slight advantage over children
implanted thereafter, but they display the same
variability. This also applies to children
implanted in the first year of life.<br>
<br>
We do not know enough about the many different
factors which influence the spoken language
development of children with CI over time to
make reliable predictions about outcomes at the
time of implantation. Typically, only around 50%
of the variance in outcomes is explained. <br>
</div>
<br>
</div>
2) Studies which emphasize the effect of age at
implantation claiming a linear relationship between
age at implantation and progress in language
according to "the earlier the better" typically have
not controlled for all the other known factors
influencing the children's language development. In
particular, they have not looked at the influence
of the children's linguistic environment/input. We
found in one study that, if one looks at the
relative influence of age at implantation (when this
is between 6 and 34 months) and parental language
input, the quality of parental language input
explains a far greater proportion of the variance in
outcomes than age at implantation:<br>
<font><br>
</font>
<p class="MsoNormal" style="margin-left:36pt"><font><span
lang="EN-US">Szagun, G. & Stumper, B.
(2012). Age or experience?
The influence of age at implantation, social
and linguistic environment on
language development in children with cochlear
implants. <i>Journal of Speech, Language, and
Hearing Research, 55, </i>1640-1654<i>.</i></span></font></p>
<br>
</div>
In view of the uncertainty facing parents about their
child's spoken language development, it seems wise to
give the child the opportunity to grow up with signed
and spoken language, if parents wish to choose this
path. In my 15 years of research on spoken language
development in children with CI in Germany I have seen
too many children who at the age of five years still
had not gone beyond two word utterances (despite early
implantation). I have also seen many who were almost
indistinguishable from children with typical language
development at the age of four years. The point is: we
cannot predict. Young children need a symbolic system.
There should - and there does not have to be - a
single child with only two word utterances at five
years of age. The modality of this system is not of
concern, but the lack of it is. Children with CI
cannot lose out if they are bilingual/bimodal, but
they can lose out severely if the development of a
symbolic system is hampered. This is why, in my view,
parents have every right to enable bilinguality for
their children.<br>
<br>
</div>
Best wishes,<br>
</div>
Gisela<br>
<div>
<div>
<div><br>
</div>
</div>
</div>
</div>
<div class="gmail_extra"><br>
<br>
<div class="gmail_quote">On Tue, Dec 10, 2013 at 6:52 AM,
Aliyah MORGENSTERN <span dir="ltr"><<a
moz-do-not-send="true"
href="mailto:aliyah.morgenstern@gmail.com"
target="_blank">aliyah.morgenstern@gmail.com</a>></span>
wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0
.8ex;border-left:1px #ccc solid;padding-left:1ex">
<div style="word-wrap:break-word">Thank you Denis!
<div>Best,</div>
<div>Aliyah<br>
<div>
<div>Le 10 déc. 2013 à 00:22, Denis Donovan a
écrit :</div>
<div>
<div class="h5"><br>
<blockquote type="cite">
<div style="word-wrap:break-word">
<div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica">Actually,
3 years may be VERY VERY late.
Consider:</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica"><br>
</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica">
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal
Helvetica">Bergelson, Elika &
Swingley, Daniel (2013). At 6–9
months, human infants know the
meanings of many common nouns.
Proceedings of the National
Academy of Science. PNAS Early
Edition, <a
moz-do-not-send="true"
href="http://www.pnas.org/cgi/doi/10.1073/pnas.1113380109"
target="_blank">www.pnas.org/cgi/doi/10.1073/pnas.1113380109</a>
and <a moz-do-not-send="true"
href="http://www.pnas.org/content/109/9/3253"
target="_blank">http://www.pnas.org/content/109/9/3253</a>
(120913).</div>
</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal
Helvetica;min-height:14px"><br>
</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica">
Our findings indicate that
native-language learning in the
second half of the first year goes
beyond the acquisition of sound
structure. The fact that even 6- to
7-mo-olds learn words suggests that
conceptual and linguistic categories
may influence one an- other in
development from the beginning (36)
and that aspects of meaning are
available to guide other linguistic
inferences cur- rently thought to
depend only on distributional
analysis of pho- nological
regularities (37, 38). Understanding
word meaning could also support the
acquisition of syntax by guiding
infants’ inferences about how nouns
and words from other word classes
are placed in sentences. Precocious
word learning also helps explain why
hearing-impaired infants identified
for fitting with cochlear implants
before 6 mo reveal better language
skills at 2 y than children
identified just a few months later:
6-mo-olds who can hear are already
learning words (39). </div>
</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica"><br>
</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica">
Best,</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica"><br>
</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica">
Denis Donovan</div>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px;font:normal
normal normal 12px/normal Helvetica"><br>
</div>
<div>
<div>
<div>Denis M. Donovan, M.D., M.Ed.,
F.A.P.S.<br>
Director, EOCT Institute<br>
<br>
Medical Director, 1983 - 2006<br>
The Children's Center for
Developmental Psychiatry<br>
St. Petersburg, Florida<br>
<br>
P.O Box 47576<br>
St. Petersburg, FL 33743-7576<br>
Phone:<span
style="white-space:pre-wrap"> </span><a
moz-do-not-send="true"
href="tel:727-641-8905"
value="+17276418905"
target="_blank">727-641-8905</a><br>
<a moz-do-not-send="true"
href="mailto:DenisDonovan@EOCT-Institute.org"
target="_blank">DenisDonovan@EOCT-Institute.org</a></div>
<div><a moz-do-not-send="true"
href="mailto:dmdonovan1937@gmail.com"
target="_blank">dmdonovan1937@gmail.com</a></div>
<div><br>
</div>
</div>
</div>
<br>
<div>
<div>On Dec 9, 2013, at 3:32 PM,
Aliyah MORGENSTERN wrote:</div>
<br>
<blockquote type="cite">
<div style="word-wrap:break-word">thanks
a lot!<br>
<div>
<div>Le 9 déc. 2013 à 13:45, Isa
Barriere a écrit :</div>
<br>
<blockquote type="cite">
<div dir="ltr">
<div><font color="#555555"
face="arial, sans-serif"><span
style="white-space:nowrap">Salut Aliyah,</span></font></div>
<div><font color="#555555"
face="arial, sans-serif"><span
style="white-space:nowrap"><br>
</span></font></div>
<div><font color="#555555"
face="arial, sans-serif"><span
style="white-space:nowrap">Here you are: </span></font></div>
<span
style="color:rgb(85,85,85);font-family:arial,sans-serif;font-size:13px;white-space:nowrap">
<div>
<span
style="color:rgb(85,85,85);font-family:arial,sans-serif;font-size:13px;white-space:nowrap"><br>
</span></div>
<a moz-do-not-send="true"
href="mailto:deborah.pichler@gallaudet.edu" target="_blank">deborah.pichler@gallaudet.edu</a></span><br>
<div><span
style="color:rgb(85,85,85);font-family:arial,sans-serif;font-size:13px;white-space:nowrap"><br>
</span></div>
<div><span
style="color:rgb(85,85,85);font-family:arial,sans-serif;font-size:13px;white-space:nowrap">Isabelle</span></div>
</div>
<div class="gmail_extra"><br>
<br>
<div class="gmail_quote">On
Sun, Dec 8, 2013 at 10:31
PM, Isa Barriere <span
dir="ltr"><<a
moz-do-not-send="true"
href="mailto:barriere.isa@gmail.com" target="_blank">barriere.isa@gmail.com</a>></span>
wrote:<br>
<blockquote
class="gmail_quote"
style="margin:0 0 0
.8ex;border-left:1px
#ccc
solid;padding-left:1ex">
<div dir="ltr">Deb Chen
Pichler/Gallaudet
presented a
co-authored paper at
BU this year that
speaks to this issue:
<div>
<span
style="color:rgb(68,68,68);font-family:arial,verdana,helvetica,sans-serif;font-size:12px;line-height:18px"><br>
</span></div>
<div><span
style="color:rgb(68,68,68);font-family:arial,verdana,helvetica,sans-serif;font-size:12px;line-height:18px">Spoken
language
development in
native signing
children with
cochlear implants </span>
<div
style="margin-top:0px;margin-right:0px;margin-bottom:1.6em;margin-left:0px;padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;border-top-width:0px;border-right-width:0px;border-bottom-width:0px;border-left-width:0px;border-style:initial;border-color:initial;outline-width:0px;outline-style:initial;outline-color:initial;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><br>
</div>
<p style="margin:0px
0px
1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><em
style="margin:0px;padding:0px;border:0px;outline:0px;font-family:inherit;vertical-align:baseline">K.
Davidson, D.
Lillo-Martin, D.
Chen Pichler</em></p>
<p style="margin:0px
0px
1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><em
style="margin:0px;padding:0px;border:0px;outline:0px;font-family:inherit;vertical-align:baseline"><br>
</em></p>
<p style="margin:0px
0px
1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><em
style="margin:0px;padding:0px;border:0px;outline:0px;font-family:inherit;vertical-align:baseline">Their
results show
that children
exposed to ASL
from birth do
not suffer from
lg and cognitive
delay observed
in children with
CI without ASL
exposure. </em></p>
<p style="margin:0px
0px
1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><i>Isabelle
Barriere, PhD</i></p>
<p style="margin:0px
0px
1.6em;padding:0px;border:0px;outline:0px;font-size:12px;font-family:arial,verdana,helvetica,sans-serif;vertical-align:baseline;color:rgb(68,68,68);line-height:18px"><em
style="margin:0px;padding:0px;border:0px;outline:0px;font-family:inherit;vertical-align:baseline"><br>
</em></p>
</div>
</div>
<div>
<div>
<div
class="gmail_extra"><br>
<br>
<div
class="gmail_quote">On
Sun, Dec 8, 2013
at 7:51 PM,
Erika Hoff <span
dir="ltr"><<a
moz-do-not-send="true" href="mailto:erikachoff@gmail.com"
target="_blank">erikachoff@gmail.com</a>></span>
wrote:<br>
<blockquote
class="gmail_quote"
style="margin:0
0 0
.8ex;border-left:1px
#ccc
solid;padding-left:1ex">
<div dir="ltr">Dear
all,
<div><br>
</div>
<div>I am
replying by
repeating what
deaf
acquaintances
of mine have
said to me. To
wit, If you
are deaf you
should learn
sign because </div>
<div><br>
</div>
<div>(a) when
you take your
implant off to
swim, shower,
etc. you are
deaf. </div>
<div>(b)
someday you
may have an
infection or
something may
happen so that
your cochlear
implant will
not work or be
tolerable, and
then you will
be deaf.</div>
<div>(c)
cochlear
implants have
variable
outcomes.
Simultaneous
sign may help
when the
auditory
signal doesn't
quite do it.</div>
<div><br>
</div>
<div>Erika
Hoff</div>
</div>
<div
class="gmail_extra">
<div>
<div><br>
<br>
<div
class="gmail_quote">On
Sun, Dec 8,
2013 at 3:28
PM, Roberta
Golinkoff <span
dir="ltr"><<a
moz-do-not-send="true" href="mailto:Roberta@udel.edu" target="_blank">Roberta@udel.edu</a>></span>
wrote:<br>
<blockquote
class="gmail_quote"
style="margin:0
0 0
.8ex;border-left:1px
#ccc
solid;padding-left:1ex">
<div dir="ltr">
<div>
<div>
<div>Hi
Aliyah!<br>
<br>
</div>
<div>Sorry to
be late in
joining the
party!<br>
<br>
For your first
question, here
are 3 papers
that make the
clear case
that the
earlier the
implantation
for deaf kids
the better. If
implantation
is done early,
the use of
sign may
become moot --
children are
also offered
therapy.
However, if
implantation
is done later,
it would seem
clear that
they should be
offered sign
ASAP. I have
no trouble
with the
notion of
bilingual-bimodal
as long as
kids are
flooded with
oral input and
not told to
turn off their
devices, a
practice I
have heard
of. <br>
</div>
<div><br>
For your
second
questions,
there will be
an SRCD Social
Policy report:<br>
<br>
<span
style="font-family:Helvetica">McCabe,
A.,
Tamis-LeMonda,
C.S.,
Bornstein, M.
H., Cates, D.
B., Golinkoff,
R. M.,
Hirsh-Pasek,
K., Hoff, E.,
Kuchirko, Y.,
Melzi, G.,
Mendelsohn,
A., Paez, M.,
Song, L, &
Guerra, A. W.
(In press).
Multilingual
children:
Beyond myths
and towards
best
practices.<span>
</span><i>Social
Policy Report,
</i>Society
for
Research in
Child
Development.
It will
hopefully come
out early in
2014.<br>
<br>
</span></div>
<span
style="font-family:Helvetica">We
addressed four
questions:<br>
<br>
</span>
<p
class="MsoNormal"
style="text-indent:0.5in;line-height:200%">
<span
style="line-height:200%;font-family:"Times
New
Roman"">1.
What
are the broad
social and
historical
contexts of
multilingual
learners in
the United
States?</span></p>
<p
class="MsoNormal"
style="text-indent:0.5in;line-height:200%"><span
style="line-height:200%;font-family:"Times
New
Roman"">2.
What
does a
multilingual
family look
like?<span>
</span></span></p>
<p
class="MsoNormal"
style="text-indent:0.5in;line-height:200%"><span
style="line-height:200%;font-family:"Times
New
Roman"">3.
What
lessons
learned with
monolingual
children can
be applied to
multilingual
children?</span></p>
<p
class="MsoNormal"
style="text-indent:0.5in;line-height:200%"><span
style="line-height:200%;font-family:"Times
New
Roman"">4.
What
contexts
support
learning
multiple
languages? </span></p>
I think this
will be very
helpful to you
Aliyah, when
it emerges.<br>
<br>
</div>
All best and
happy holidays
to you and all
my other
language
friends!<br>
</div>
Roberta<br>
</div>
<div
class="gmail_extra"><br>
<br>
<div
class="gmail_quote">On
Tue, Nov 26,
2013 at 9:16
PM, Eileen
Graf <span
dir="ltr"><<a
moz-do-not-send="true" href="mailto:eileen.graf@googlemail.com"
target="_blank">eileen.graf@googlemail.com</a>></span>
wrote:<br>
<blockquote
class="gmail_quote"
style="margin:0
0 0
.8ex;border-left:1px
#ccc
solid;padding-left:1ex">
<div dir="ltr">
<div><span
style="line-height:14px;font-family:tahoma,sans-serif">Dear
Aliyah,</span><br>
</div>
<div><span
style="line-height:14px;font-family:tahoma,sans-serif"><br>
</span></div>
<div><span
style="line-height:14px;font-family:tahoma,sans-serif">You
might find
these helpful:</span></div>
<font
face="tahoma,
sans-serif"><font
color="#000000"><span style="line-height:14px">
<div><font
color="#000000"><span
style="line-height:14px"><br>
</span></font></div>
[1] </span><span
style="line-height:19.488636016845703px">Place, Silvia & Hoff, Erika
(2011). </span></font><font
color="#000000"><span style="line-height:14px">Properties of Dual
Language
Exposure That
Influence
2-Year-Olds’
Bilingual
Proficiency.
Child
Development:</span></font></font>
<div>
<font
color="#000000"
face="tahoma,
sans-serif"><font><span
style="line-height:13.991477012634277px"><a moz-do-not-send="true"
href="http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract"
target="_blank">http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract</a></span></font><br>
</font></div>
<div><font
face="tahoma,
sans-serif"><br>
</font></div>
<div>
<p
style="margin:0px
0px
1.6em;padding:0px;border:0px;outline:0px;vertical-align:baseline;line-height:18px"><em
style="line-height:18px;margin:0px;padding:0px;border:0px;outline:0px;vertical-align:baseline"><font
face="tahoma,
sans-serif"><font
color="#000000"><span style="font-style:normal;line-height:17.09375px">[2]
Davidson,
Kathryn,
Lillo-Martin,
Diane &
Chen Pichler
(in press).
Spoken English
language
measures of
native signing
children with
cochlear
implants. </span><a
moz-do-not-send="true"
title="http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract"
href="http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract"
style="line-height:17.099999999999998px" target="_blank">Journal of Deaf
Studies and
Deaf Education</a><span
style="font-style:normal;line-height:17.09375px">.</span></font></font></em><br>
</p>
</div>
<div><font
color="#000000"
face="Arial,
Lucida Grande,
Geneva,
Verdana,
Helvetica,
Lucida Sans
Unicode,
sans-serif"><span
style="line-height:13.991477012634277px">Best,</span></font></div>
<div><font
color="#000000"
face="Arial,
Lucida Grande,
Geneva,
Verdana,
Helvetica,
Lucida Sans
Unicode,
sans-serif"><span
style="line-height:13.991477012634277px">Eileen</span></font></div>
<div><font
color="#000000"
face="Arial,
Lucida Grande,
Geneva,
Verdana,
Helvetica,
Lucida Sans
Unicode,
sans-serif"><span
style="line-height:13.991477012634277px"><br>
</span></font></div>
<div><br>
</div>
</div>
<div>
<div>
<div
class="gmail_extra">
<br>
<br>
<div
class="gmail_quote">On
26 November
2013 15:01,
Marinova-Todd,
Stefka <span
dir="ltr"><<a
moz-do-not-send="true" href="mailto:stefka@audiospeech.ubc.ca"
target="_blank">stefka@audiospeech.ubc.ca</a>></span>
wrote:<br>
<blockquote
class="gmail_quote"
style="margin:0
0 0
.8ex;border-left:1px
#ccc
solid;padding-left:1ex">
Dear Aliyah,<br>
<br>
I am not aware
of papers that
speak to your
first
question,
i.e., sign
language,
although there
are probably
some.<br>
<br>
Regarding your
second
question,
there are a
few, mostly
qualitative
studies done
on the effect
(usually
negative) of
the
recommendation
by
professionals
to parents of
bilingual
children with
autism to
speak only one
language
(usually
English in the
North American
context):<br>
<br>
1)
Jegatheesan,
B. (2011).
Multilingual
development in
children with
autism:
Perspectives
of South Asian
Muslim
immigrant
parents on
raising a
child with a
communicative
disorder in
multilingual
contexts.
Bilingual
Research
Journal, 34,
185-200.<br>
<br>
2) Kay‐Raining
Bird, E.,
Lamond, E.,
& Holden,
J. (2012).
Survey of
bilingualism
in autism
spectrum
disorders.
International
Journal of
Language &
Communication
Disorders, 47,
52-64.<br>
<br>
3)
Kremer-Sadlik,
T. (2005). To
be or not to
be bilingual:
Autistic
children from
multilingual
families. In
J. Cohen, K.
T. McAlister,
K. Rolstad,
& J.
MacSwan
(Eds.),
Proceedings of
the 4th
International
Symposium on
Bilingualism
(pp.
1225-1234).
Somerville,
MA: Cascadilla
Press.<br>
<br>
4) Yu, B.
(2013).
Issues in
bilingualism
and heritage
language
maintenance:
Perspectives
of
minority-language
mothers of
children with
autism
spectrum
disorders.
American
Journal of
Speech-Language
Pathology, 22,
10-24.<br>
<br>
I hope those
are of use to
you.<br>
Best,<br>
Stefka<br>
<div>
<div><br>
<br>
-----Original
Message-----<br>
From: <a
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[mailto:<a
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On Behalf Of
Aliyah
MORGENSTERN<br>
Sent: November
26, 2013 1:55
PM<br>
To: <a
moz-do-not-send="true"
href="mailto:info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a><br>
Subject: Help:
let them speak
or sign their
language<br>
<br>
Dear
info-childes,<br>
I need to find
good
scientific
proof it you
think it is
relevant and
exists that<br>
1) it is
better for
deaf children
(even if they
get cochlear
implants quite
young) or
children who
because of
some rare
patholgoy
cannot speak
(like Cornelia
de Lange
Syndrome) to
be "given" a
sign language
a soon a
possible and
to be raised
bilingual
(bimodal);<br>
2) it is
better for
immigrant
parents to
speak their
native
language to
their children
(unless they
are strong
psychological
or other
reasons not
to) rather
than a
language they
are not
experts in and
for primary
school
teachers not
to put
pressure on
the parents
for them to
only speak the
language of
the country
they live in;<br>
<br>
Any good
papers (if
possible the
actual paper)
or references
welcome
especially if
they treat
both those
issues
together!<br>
<br>
Happy
Thanksgiving
to our
American
colleagues and
Happy Chanukah
to our Jewish
colleagues
(and whoever
celebrates
those
holidays).
Sorry if I
don't know
about other
holidays
coming up in
the next few
days!<br>
Best,<br>
Aliyah<br>
<br>
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<div dir="ltr">Roberta
Michnick
Golinkoff, Ph.
D.<br>
Unidel H.
Rodney Sharp
Professor<br>
School of
Education and
Departments of
Psychology and
Linguistics
and Cognitive
Science<br>
University of
Delaware,
Newark, DE
19716<br>
Office: <a
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Fax: <a
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Web page: <a
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Author of "A
Mandate for
Playful
Learning in
Preschool:
Presenting the
Evidence"
(Oxford)<br>
<a
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Please check
out our
doctoral
program at <a
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target="_blank">http://www.udel.edu/education/graduate/index.html</a><br>
The late Mary
Dunn said,
"Life is the
time we have
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<div>Erika
Hoff,
Professor</div>
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of Psychology</div>
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Atlantic
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