A sample of 48 English-learning infants from families varying in socioeconomic status was followed from 18 to 24 months. Koenig, M. A., and S. Doebel. This connection of relationships and social interactions to cognitive development is consistent with how the brain develops and how the mind grows, and is a theme throughout this chapter. This stability has many advantages, but as with categorization, it also can be problematic—for example, generic statements about social categories can reify the categories and beliefs about them. Effect of breakfast composition on cognitive processes in elementary school children. American Journal of Epidemiology 104(2):107-123. Simple labels can help children unify disparate things into coherent categories, but can also have the unintended consequence of reinforcing categories or concepts that are not desirable. International Journal of Educational Research (19):525-540. http://site.ebrary.com/id/10103678 (accessed January 2, 2015). 2):17149-17153. studies have made use of “natural experiments” to obtain causal evidence of the effects of a number of these stressors on children’s health and development. Spelke, E. S., and K. D. Kinzler. Health at birth, parental investments and academic outcomes. American Journal of Community Psychology 39(3-4):217-228. Guidance related to nutrition, physical activity, oral health, immunizations, and preventive health care is essential across all early care and education settings. 2010. According to two reviews of the effect of consuming breakfast in children and adolescents, the evidence suggests that children who consume breakfast—particularly those children whose nutritional status is compromised—may have improved cognitive function, test grades, and school attendance. 2009. In laboratory settings, children can initially differentiate 1 from “more than 1” at about 33 months of age (Wynn, 1992b). Bull, R., R. S. Johnston, and J. 2008. Charlotte, NC: Information Age Publishing. 2010. Trends in Cognitive Sciences 7(12):547-552. Thayer, Z. M., and C. W. Kuzawa. Likewise, nutrition supplementation in low-income countries has been shown to improve birth weight and educational outcomes (Abu-Saad and Fraser, 2010; Field et al., 2009). Science 333(6045):959-964. 2006. It is sometimes categorized as a part of executive function, as a part of socioemotional competence, or as a part of learning competencies. Lerkkanen, M.-K., H. Rasku-Puttonen, K. Aunola, and J.-E. Nurmi. Journal of Behavioral Education 17(1):43-62. Provide students with health, mental health, and social services to address healthy eating, physical activity, and related chronic disease prevention. Kipping, P., A. Gard, L. Gilman, and J. Gorman. 2008. Weathering the storm: Hurricanes and birth outcomes. Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children. Safe and supportive physical, chemical, and built environments—Such environments provide physical and emotional spaces that are free from toxins and fear, allow active exploration without significant risk of harm, and offer supports for families raising young children. Children correctly identified Block A as the “blicket” and not Block B. Berch, D. B., and M. M. M. Mazzocco, eds. Child Development 63:491-506. 1998. Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems. 2009. Journal of Experimental Child Psychology 108:663-676. Mahwah, NJ: Lawrence Erlbaum Associates. Book smart: How to develop and support successful, motivated readers. However, it is not clear whether children with iron deficiency but no anemia have similar outcomes (Taras, 2005). Willoughby, M. T., J. Kupersmidt, M. Voegler-Lee, and D. Bryant. 1984. 2000. 1987. New York: Wiley. Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. 2001. Nachmias, M., M. Gunnar, S. Mangelsdorf, R. H. Parritz, and K. Buss. 2001. The new puzzle of theory of mind development. Learning trajectories also promote the learning of skills and concepts together—an effective approach that leads to both mastery and more fluent, flexible use of skills, as well as to superior conceptual understanding (Fuson and Kwon, 1992; National Mathematics Advisory Panel, 2008). Natural pedagogy. This suggests that attention needs to be paid to improving birth outcomes rather than assuming that postnatal interventions will be widely and equitably effective. In particular, these mothers talk more elaboratively with their children in ways that foster the children’s deeper understanding and in so doing help support the children’s cognitive growth (Fivush et al., 2006). Language and literacy skills are discussed further in a subsequent section of this chapter, as well as in Chapter 6. Cognitive developmental comprises “I” - intellectual development and “C” - creativity of SPICE. These problems affect not only early learning and the development of cognitive skills (with impacts on the development of language being best documented) but also the development of learning skills associated with self-regulation and persistence, as well as coping ability, health, and emotional well-being (Blair and Raver, 2012; Evans and Kim, 2013). Each enables and mutually supports learning and development in the others. 19858. The nature and impact of early achievement skills, attention skills, and behavior problems. In relation to child development Similarly, growth in mathematics from kindergarten to third grade is related to both early numerical skills and phonological processing (Vukovic, 2012). Neuenschwander, R., M. Röthlisberger, P. Cimeli, and C. M. Roebers. 1998. Gough, P. B., W. A. Hoover, and C. L. Peterson. 2013. The availability of unhealthy options in schools leads to poor choices by children, whereas research has shown that efforts to reduce the availability of sugar-sweetened beverages in the schools can have a positive impact on children’s choices (AAP Committee on School Health, 2004). Differences in these learning skills are especially associated with academic achievement for children in circumstances of economic disadvantage who face various kinds of self-regulatory challenges (Blair and Raver, 2012; Howse et al., 2003a). Justice, L. M., A. S. McGinty, T. Zucker, S. Q. Cabell, and S. B. Piasta. They appreciate that people’s thinking may be biased by expectations, prior experiences, and desires that cause them to interpret the same situation in very different ways (Lalonde and Chandler, 2002). For example, very young children possess approximate number systems (ANSs) that allow them to discriminate large and small sets, determining, for example, whether there are more white or gray dots in the figure below. Wanless, S. B., M. M. McClelland, S. L. Tominey, and A. C. Acock. Butterworth, B. Cognition 112(1):97-104. 2008. Mazzocco, M. M. M., and L. B. Hanich. Cambridge, MA: MIT Press. 2004. 2003a. 1999. Children with teachers who organize the day with optimal amounts of time for peer-to-peer interactions may achieve greater language growth (Mashburn et al., 2009). The composition of the breakfast meal may also be important to cognitive performance; a. breakfast meal with a low glycemic index, such as oatmeal, has been shown to improve cognitive function (Cooper et al., 2012; Mahoney et al., 2005). Developmental Review 26(1):55-88. Cambridge, MA: Harvard University Press. Many subsequent studies have both replicated this finding and extended it to demonstrate that the same sensitivity can be seen in babies’ parsing of music (Saffran et al., 1999) and even of how visual displays are organized (Kirkham et al., 2002). What are the circumstances that contribute to chronic adversity and stress for children? Early Development and Parenting 5:35-45. 2008. A meta-analysis of studies of one measure of executive function, the Wisconsin Card Sorting Test, suggests that the performance of individuals with ADHD is fairly consistently poorer than that of individuals without clinical diagnoses (Romine et al., 2004). The generic/nongeneric distinction influences how children interpret new information about social others. As detailed in Chapter 3, one of the most important advances in developmental science in recent years has been the recognition that the brain incorporates experience into its development. ———. The scientific base linking social and emotional learning to school success. Civil rights data collection: Data snapshot (school discipline) (Issue brief no. Do you enjoy reading reports from the Academies online for free? Dodge, D. Fergusson, J. Horwood, R. Loeber, R. Laird, D. Lyname, T. F. Moffit, J. E. Bates, G. S. Pettit, and F. Vitaro. The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Csibra, G. 2010. More information about this study can be found at www.iom.edu/English-DualLanguageLearners. 2011. Pp. (Grissmer et al., 2010a; Pagani and Messier, 2012). then did or did not play music. Links between motor skills and indicators of school readiness at kindergarten entry in urban disadvantaged children. Young children’s spatial structuring ability and emerging number sense. Schulz and Bonawitz (2007, p. 1049) conclude that “the exploratory play of even very young children appears to reflect some of the logic of scientific inquiry.”, Using an Understanding of Causality to Solve Problems, Babies also can use the statistical distribution of events to infer the reason for failed actions and then deploy strategies to solve the problem. 2011. Children who are better able to consider, at the same time, both letter-sound and semantic (meaning) information about words have better reading comprehension (Cartwright, 2002; Cartwright et al., 2010). Cognition 133(2):420-428. Washington, DC: National Center for Special Education Research. Perception of numerical invariance in neonates. 2011. These findings are important in light of the association between the socioeconomic status of children’s families and their language skills (Bradley and Corwyn, 2002). Socioeconomic disparities affect prefrontal function in children. 2006. 1 Of the nearly 70 000 refugees annually resettled to the United States, â¼30% are children. Children’s creativity is not limited to the use of materials. Socioeconomic status and the brain: Mechanistic insights from human and animal research. Multistate analysis of factors associated with intimate partner violence. Preschoolers can also, for example, learn to invent solutions to simple arithmetic problems (Sarama and Clements, 2009). Subitizing: What is it? Addition and subtraction by human infants. 3, edited by A. Olivier and K. Newstead. 2012. 2013. The ways that children view themselves as learners are also important. There is evidence that coordinated efforts between educational settings and health care services lead to improved health. Academic performance of students with emotional and behavioral disorders served in a self-contained setting. It is difficult to think of any child developing language apart from social interactions with others. These remarkable advances in social understanding are important to children’s developing socioemotional skills for interacting with educators and peers. Children as young as 14 to 18 months are often imitating not the literal observed action but the action they thought the actor intended—the goal or the rationale behind the action (Gergely et al., 2002; Meltzoff, 1995). 2006. Several examples of statistical learning are provided in Box 4-2. 187-221. Preschoolers use pedagogical cues to guide radical reorganization of category knowledge. 2010. Is the failure because the toy is broken or because they do not know how to use it properly? Clements, D. H. 1999. Other studies found that toddlers learned verbs better during Skype video chats than during prerecorded video chats that did not allow for authentic eye contact or back-and-forth interaction (Roseberry et al., 2014; Troseth et al., 2006). 112-133. Baltimore, MD: Paul H. Brookes Publishing Co. Berry, D., and E. O’Connor. Journal of Experimental Education 71(2):151-174. 348-365. Praet, M., D. Titeca, A. Ceulemans, and A. Desoete. Developmental Science 17(4):506-524. 2002. ———. Neural signatures of number processing in human infants: Evidence for two core systems underlying numerical cognition. 2013b. Similar results have been reported with kindergarteners by Kamins and Dweck (1999) and by Zentall and Morris (2010), with the latter indicating that task persistence as well as self-evaluation were strengthened by the use of nongeneric performance feedback. For mathematics learning in children who are dual language learners, the language, not just the vocabulary, of mathematics need to be addressed (Clements and Sarama, 2014). Wulfert, E., J. Child Developmental Domain Chart.edited (4).pdf - UNIT 6 Personality and Social Development(Part I Anonymous Student University of the People EDUC 5410 UNIT 6: Personality and Social Development (Part I) Anonymous Student University of the People EDUC 5410: Child Development Mr. Claude Ouellette October 14, 2020 Student note: To accommodate the assigned child developmental ⦠Early oral language competencies predict later literacy (Pearson and Hiebert, 2010). Nevertheless, the association of educator depression with child behavior problems remained even when family influences, including maternal depression and family poverty status, were controlled for. Journal of Experimental Child Psychology 107(2):155-163. Science 332(6037):1524. Pearson, P. D., and E. H. Hiebert. Social support as a moderator of life stress. Bennett, N., C. Desforges, A. Cockburn, and B. Wilkinson. Baldwin, D. A., and L. J. Moses. 2010. The language environment of the classroom can function as a support for developing the kind of language that is characteristic of the school curriculum—for example, giving children opportunities to develop the sophisticated vocabulary and complex syntax found in texts, beginning at a very early age (Schleppegrell, 2003; Snow and Uccelli, 2009). Similar practices—adapted to young children’s developing skills—remain important as children proceed through the primary grades. The classic demonstration of this skill comes from a series of studies led by Walter Mischel beginning in the 1960s. Social experiences provide emotional security and support that enables learning and can also contribute to the development of language, number skills, problem solving, and other cognitive and learning skills that are foundational for school readiness and academic achievement. 2002. Journal of Child Psychology and Psychiatry 46:3-18. American Journal of Human Biology 26(6):723-730. Child Development 76(5):949-967. Believing what you’re told: Young children’s trust in unexpected testimony about the physical world. Ladd, G. W., S. Birch, and E. Buhs. Mind, Brain, and Education 7(3):200-211. Roberts, T. A. Schneidman, L. A., M. E. Arroyo, S. C. Levine, and S. Goldin-Meadow. In Cultivating virtue: Perspectives from philosophy, theology, and psychology, edited by N. E. Snow. Heckman (2007) has used the term “noncognitive skills” to refer to many of these learning competencies, including self-control, persistence, self-discipline, motivation, and self-esteem, as well as future orientedness (i.e., the capacity to substitute long-term goals for immediate satisfactions). One of the best-documented methods for improving children’s vocabularies is interactive storybook reading between children and their caregivers (O’Connor, 2014). Interaction and children’s mathematics. WIC in your neighborhood: New evidence on the impacts of geographic access to clinics. 2006. The purpose of these and other activities is not just to provide young children with cognitive stimulation, but also to embed that stimulation in social interaction that provokes young children’s interest, elicits their curiosity, and provides an emotional context that enables them to focus their thinking on new discoveries. Journal of Experimental Child Psychology 113(1):49-65. Rich mathematical activities, such as discussing multiple solutions and solving narrative story problems, can help lay the groundwork for literacy through language development, while rich literacy activities can help lay the groundwork for mathematics development (Sarama et al., 2012). Gámez, P. B., and N. K. Lesaux. Perception is an outcome of complex functions of the nervous system and therefore is dependent on normal brain growth and development of the sensory nervous system. Modern attachment theory: The central role of affect regulation in development and treatment. Cimpian, A., and E. M. Markman. Reading and Writing 19(4):339-361. 2006. 2001. Pediatrics 108(1):44-53. Toward a life-span moral development theory. The influence of demographic risk factors on children’s behavioral regulation in prekindergarten and kindergarten. American Economic Review 99(2):211-217. (i.e., one is either smart or not), whereas others see it as a more malleable trait that can be changed through effort and persistence. In the other case, children had a couple of trials in which they and the experimenter depressed the levers simultaneously on the count of three, but also had trials in which they depressed their levers individually; in the latter cases, the child’s lever controlled one toy, while the experimenter’s lever controlled the other. Review of Educational Research 79(2):979-1007. Harris, P. L. 2012. 2008. Applied Psycholinguistics 32(1):221-241. 2006. Effects of daily iron supplementation in primary-school-aged children: Systematic review and meta-analysis of randomized controlled trials. Cognition 70(1):1. Phonemic awareness and letter knowledge in the child’s acquisition of the alphabetic principle. (See also the discussion of effective use of technology in instruction in Chapter 6. Physical fitness and activity in schools. Food security, poverty, and human development in the United States. 2014. Mathematics difficulty with and without reading difficulty: Findings and implications from a four-year longitudinal study. Smoking bans, maternal smoking and birth outcomes. Hillsdale, NJ: Lawrence Erlbaum Associates. ———. Young children’s self-perceived capability to master learning challenges develops early and exerts a continuing influence on their academic success. Mantzicopoulos, P. 1997. Visual statistical learning in infancy: Evidence for a domain general learning mechanism. Gunnar, M. R., and B. Donzella. One problem, however, is that children in adverse circumstances usually have parents and other caregivers who are affected by the same conditions of adversity. These effects include lower scores in motor functioning; written expression; arithmetic achievement; and some specific cognitive processes, such as spatial memory and selective recall (NRC and IOM, 2000). In addition, differences in self-regulation competencies raise important issues related to disparities in educational achievement. Schoemaker, K., T. Bunte, K. A. Espy, M. Dekovic, and W. Matthys. Baldwin, D. A. Uccelli, P., L. Hemphill, B. Cambridge, MA: Cambridge University Press. Disadvantaged expectant mothers have dramatically higher rates of smoking, prepregnancy hypertension, prepregnancy obesity, and prepregnancy diabetes compared with more advantaged mothers (Aizer and Currie, 2014), and at least some of these maternal behaviors are associated with differential outcomes for children. Preschool classroom environments and the quantity and quality of children’s literacy and language behaviors. Journal of Child Psychology and Psychiatry and Allied Disciplines 47(3-4):313-337. Cognitive Psychology 61(3):248-272. Poverty, violence, and health: The impact of domestic violence during pregnancy on newborn health. An extensive research literature documents the effects of parents’ and educators’ performance feedback on children’s self-concept and motivation to succeed. Development and Psychopathology 20(3):821-843. Consistent with the research concerning the biological and behavioral effects of chronic stress, there is increasing evidence that even very young children show clear evidence of traumatization and posttraumatic stress, anxious and depressive symptomatology, behavioral and conduct problems, and other serious psychological problems (Egger and Angold, 2006; Lieberman et al., 2011; Luby, 2006; Zeanah, 2009). ———. Smiley, P. A., and C. S. Dweck. New York: Guilford Press. A positive relationship with educators may be especially important for children who are at risk of academic difficulty because such a relationship can provide support for self-confidence and classroom involvement (Pianta et al., 1995). In Handbook of early literacy research, edited by D. Dickinson and S. Neuman. Child Development Perspectives 6(2):154-160. Hoff, E., and L. Naigles. For example, children lacking emotion regulation are likely also to have problems with regulating cognitive processes, such as attention (Derryberry and Reed, 1996; LeDoux, 1996). 2006. The bulk of the research on early linguistic experiences has investigated language input in the home environment, demonstrating the features of. At 4-5 years, your preschooler is learning to express emotion and likes to be around people. West, K. K., M. B. L., and K. K. A. Attention-deficit/hyperactivity disorder, self-regulation, and time: Toward a more comprehensive theory. 1997. 2, edited by P. Zelazo. The role of subitizing in children’s development of verbal counting. Developmental Psychology 43(4):1045-1050. : Evidence from the introduction of the WIC program. These studies indicate that child-directed speech, and perhaps the social interaction that accompanies it, is. 2003. Children who witnessed ambiguous evidence for the causal mechanism played with the familiar toy more than the novel toy, while children who had seen unambiguous evidence for the mechanism elected to play more with a novel toy. Pp. Cimpian, A., H. C. Arce, E. M. Markman, and C. S. Dweck. 16-month-olds rationally infer causes of failed actions. Information learned from generic language becomes central to children’s biological concepts: Evidence from their open-ended explanations. The economics, technology, and neuroscience of human capability formation. The ability to identify the component nature of words and numbers predicts the ability to read (Adams, 1990; Stanovich and Siegel, 1994) and to compute (Geary, 1990, 1993). 2008. Social evaluation by preverbal infants. 1999. Sarama, J., and D. H. Clements. NCTSN Core Curriculum on Childhood Trauma Task Force. 2009. Child Development Perspectives 8(4):223-230. Alongside student–educator interactions, studies show that peer-to-peer interactions in the classroom may also have positive impacts on children’s vocabulary and expressive language abilities. Several studies have shown positive correlations between self-regulation and achievement in young children (e.g., Bierman et al., 2008b; Blair and Razza, 2007; Blair et al., 2010; Bull et al., 1999; Cameron et al., 2012; Neuenschwander et al., 2012; Roebers et al., 2012; Welsh et al., 2010), although there are exceptions (Edens and Potter, 2013). With these caveats in mind, the remainder of this chapter addresses in turn the domains of child development and early learning depicted in Figure 4-1: cognitive development, including learning of specific subjects; general learning competencies; socioemotional development; and physical development and health. Realizing that you don’t understand: A preliminary investigation. Journal of Educational Psychology 105(3): 10.1037/a0032096. Similarly, Florence and colleagues (2008) observed that students with lower overall diet quality were significantly more likely to fail a literacy assessment. This section examines these competencies as well as their interrelationships with the previously discussed subject-matter domains of language and literacy and mathematics. The discrimination of visual number. The use of trait labels in making psychological inferences. Emotional support of this kind is important not only as a positive. (See the detailed discussion of social interaction as a forum for cognitive growth later in this section.). Bharadwaj, P., J. Eberhard, and C. Neilson. Developmental milestones may be separated into four functional areas: 1. This example is discussed in detail below. 2006. Graham, S. A., C. S. Kilbreath, and A. N. Welder. 2013. Social opportunities are one of the most important benefits of play for child development. Journal of Consulting and Clinical Psychology 77(2):302-316. Slaughter, V., S. Itakura, A. Kutsuki, and M. Siegal. 1988. Geary, D. C., M. K. Hoard, J. Byrd-Craven, L. Nugent, and C. Numtee. Factors predictive of mathematics achievement in kindergarten, first and third grades: An opportunity–propensity analysis. Viewed in this light, it appears that the contributions adults make to children’s learning extend significantly beyond their reading, conversing, counting, and providing other direct forms of cognitive stimulation. Child Development 78:1343-1359. In Cambridge handbook of literacy, edited by D. R. Olson and N. Torrance. In one study, mothers who provided positive evaluations, gentle guidance, and corrective feedback during teaching tasks with their 2-year-olds had children who, 1 year later, were more persistent and less likely to avoid difficult challenges. 2008. European Journal of Psychology of Education 20(2):121-137. Children exposed to experiences not occurring in their immediate environment are more likely to understand and use decontextualized language (Hindman et al., 2008). Building on many of the themes that have emerged from this discussion, the following sections continue by looking in more depth at cognitive development with respect to learning specific subjects and then at other major elements of development, including general learning competencies, socioemotional development, and physical development and health. 2010. Huntley-Fenner, G., S. Carey, and A. Solimando. Saffran, J. R., E. K. Johnson, R. N. Aslin, and E. L. Newport. New York: Palgrave Macmillan. Larger sets are perceived, quantified, and quickly named as the child gains experience. LeFevre, J.-A., L. Berrigan, C. Vendetti, D. Kamawar, J. Bisanz, S.-L. Skwarchuk, and B. L. Smith-Chant. Fahie, C. M., and D. K. Symons. 5):349-361. 2007. Similarly, although certain skills and concept knowledge are distinct to developing proficiency in particular subject areas, learning in these subject areas also both requires and supports general cognitive skills such as reasoning and attention, as well as learning competencies and socioemotional competence. Similarly, these characteristics continue to be associated with reading and mathematics achievement in the early elementary grades (Alexander et al., 1993). Raches, D., and M. M. M. Mazzocco. 2011. Environmental factors affecting language acquisition from birth–five: Implications for literacy development and intervention efforts. 1999. New York: Guilford Press. Provide a quality school meal program and ensure that students have only appealing, healthy food and beverage choices offered outside of the school meal program. Experimental interventions designed to change stressful circumstances and promote positive relationships have yielded similar findings. Champagne, D. L., R. C. Bagot, F. van Hasselt, G. Ramakers, M. J. Meaney, E. R. de Kloet, M. Joels, and H. Krugers. Journal of the American Medical Association 301(21):2252-2259. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals.
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