Economics of Education Review 26(1):100-112. Kerr, A., and P. D. Zelazo. Young, C. B., S. S. Wu, and V. Menon. Mahwah, NJ: Lawrence Erlbaum Associates. Challenges for dual language learners include both technical vocabulary, which can range in how similar or distinct terms are from everyday language, and the use of complex noun phrases. Zimmerman, B. J. Mother-child bookreading in low-income families: Correlates and outcomes during the first three years of life. The soul is the actuality of a body. Farah, M. J., L. Betancourt, D. M. Shera, J. H. Savage, J. M. Giannetta, N. L. Brodsky, E. K. Malmud, and H. Hurt. The two high-school pillars supporting college science. The influence of demographic risk factors on children’s behavioral regulation in prekindergarten and kindergarten. Using Exploratory Play to Understand Causality, Schulz and Bonawitz (2007) demonstrated that children use exploratory play to help them recognize causal relationships. Duke and Block (2012) have noted that in primary grade classrooms, vocabulary, reading comprehension, and conceptual and content knowledge are not adequately emphasized. Nader-Grosbois, N., and N. Lefèvre. 1 An ongoing study and forthcoming report of the Institute of Medicine and the National Research Council focuses on research, practice, and policy for young dual language learners. A study of videobooks showed that when adults were trained to use dialogic questioning techniques with the videos, 3-year-olds learned new words and recalled the books’ storylines (Strouse et al., 2013). When an individual encounters members of a social category that do not share the relevant trait or behavior, those people may then be seen as exceptions but the generalization will still stand. 2):17180-17185. This program resulted in a normalization of the children’s HPA hyporesponsiveness (an effect of stress discussed in Chapter 3) (Fisher et al., 2007, 2011). Koponen, T., P. Salmi, K. Eklund, and T. Aro. 2008. 112-133. Journal of Child Psychology and Psychiatry 46:3-18. The causal ambiguity of the familiar toy motivated children to continue their exploration. Differential diagnosis of autism spectrum disorder and attention deficit hyperactivity disorder by means of inhibitory control and “theory of mind.” Journal of Autism and Developmental Disorders 41:1718-1726. In response to critiques, Baumrind and colleagues [7, 8•] have refined the definition of authoritative parenting and clarified the distinction between detrimental (e.g., coercive) and positive (e.g., confrontive) forms … Lewit, E. M., and L. S. Baker. A hierarchical competing systems model of the emergence and early development of executive function. Early origins of health disparities: Material deprivation predicts maternal evening cortisol in pregnancy and offspring cortisol reactivity in the first few weeks of life. 235-240. Bierman, K. L., C. E. Domitrovich, R. L. Nix, S. D. Gest, J. 2006. The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Psychological Science 18(4):314-316. Young children with a depressed mother are more likely, therefore, to exhibit heightened stress reactivity to moderate challenges; to have an insecure attachment to the parent; to show lower levels of cognitive performance and, later, poorer academic achievement; and to be at greater risk of becoming depressed themselves. Subtle linguistic cues affect children’s motivation. Cognition 70(1):1. 61-84. In contrast, babies who see an inanimate rod move on the same trajectory toward an object are surprised if the rod changes its trajectory to pursue the object but not if it continues on the old trajectory toward a new object. Gripshover, S. J., and E. M. Markman. Simple labels can help children unify disparate-looking things into coherent categories; thus labeling is a powerful way to foster conceptual development. NCTSN Core Curriculum on Childhood Trauma Task Force. Early Education & Development 22(3):461-488. Perception of numerical invariance in neonates. Applied Neuropsychology 12(4):190-201. 2008. 2008. Emotional development: Action, communication, and understanding. They begin this phase even before the age of 2 years, but for some time, this mapping applies mainly to the word “two,” a bit less to “one,” and with considerable less frequency, “three” and “four” (Fuson, 1992; Wagner and Walters, 1982). Teaching young children a theory of nutrition: Conceptual change and the potential for increased vegetable consumption. The challenge of cleanly separating these concepts highlights a key attribute of all of these domains, which is that they do not develop or operate in isolation. Balance of content emphasis and child content engagement in an early reading first program. Journal of Experimental Child Psychology 54:372-391. The implications for instructional practices and curricula for educators working with infants and toddlers are discussed further in Chapter 6. Denham, S. A., and C. Brown. Le Corre, M., G. A. Preschoolers who heard that “girls are really good at a game called gorp” would explain this by referring to more central, inherent causes—for example, because girls are smart. Johnson-Pynn, J. S., C. Ready, and M. Beran. Bradley, R. H., and R. F. Corwyn. Washington, DC: National Academy Press. http://www.childtrends.org/?indicators=homeless-children-and-youth (accessed January 27, 2015). View our suggested citation for this chapter. After about 42 months, they can identify all numbers that they can count, 4 and higher, at about the same time. Fuson, K. C., and Y. Kwon. Parent praise to 1- to 3-year-olds predicts children’s motivational frameworks 5 years later. Journal of School Health 78(4):209-215; quiz 239-241. 2005. Journal of Educational Psychology 81(3):313-321. Jamison, K. R., S. Q. Cabell, J. LoCasale-Crouch, B. K. Hamre, and R. C. Pianta. Thus attention to socioemotional competence also is important from the perspective of addressing early emerging behavior problems before they become more serious. 173-184. Moreover, earlier patterns in the development of emotion control have been shown to be predictive of children’s later ability to exercise control over their cognitive functioning (Blair, 2002). Many exhibit withdrawal, anger and irritability, difficulty paying attention and concentrating, disturbed sleep, repeated and intrusive thoughts, and extreme distress triggered by things that remind them of their traumatic experiences. For instance, Currie and Walker (2009) made use of the fact that once states moved to electronic toll collection, the rate of engine idling near toll plazas was dramatically reduced, and found substantial improvements in early outcomes for children in families living proximate to toll plazas. They persist in using immature counting strategies, such as counting “one-by-one” on their fingers, throughout elementary school (Geary et al., 1992; Ostad, 1998). Buy custom written papers online from our academic company and we won't disappoint you with our high quality of university, college, and high school papers. Labeling is a powerful way to foster conceptual development. Heckman, J. J. School-based mental health services: A research review. Inhibitory control supports children’s learning across subject-matter areas. Secada, W. G. 1992. Willoughby, M. T., J. Kupersmidt, M. Voegler-Lee, and D. Bryant. Leerkes, E. M., M. J. Paradise, M. O’Brien, S. D. Calkins, and G. Lange. Children add to this mental map as their awareness grows. ———. 2003. 2002. The research on the development of implicit theories in children has important implications for how adults work with and educate young children. 1997. At 18 months, significant differences between infants from higher- and lower-income families were already seen in vocabulary size and in real-time language processing efficiency. Mullis, I. V. S., M. O. Martin, P. Foy, and A. Arora. Olson, S. L., and B. Hoza. In Handbook of child psychology, 6th ed., Vol. In addition, words were used in functionally different ways, with a much higher ratio of affirmative-to-prohibitive language being used in the most advantaged homes and a much lower ratio (i.e., below 1) being characteristic of the most disadvantaged homes. 1993. Some kinds of categories—two round balls, for example—are fairly easy to form, such that even babies treat the objects as similar. Gámez, P. B., and S. C. Levine. Culture also is closely interrelated with stress and adversity. That is, one might perceive each side of a domino as composed of 4 individual dots and as “one 4” and phenomenologically experience the domino as “an 8.” With appropriate experiences, children can become competent in this type of subitizing with totals from 5 to 10 at ages 4 and 5. Skinner, E. A., and M. J. Belmont. Thirteen-month-olds rely on shared labels and shape similarity for inductive inferences. Welsh, J. 1992. An exploratory look at the relationships among math skills, motivational factors and activity choice. Journal of Abnormal Psychology 102(2):187-196. Journal of Developmental and Behavioral Pediatrics 13(1):17-23. Speech and language development chart, 3rd ed. Relationships and Early Learning: Implications for Adults. principle because they can draw on more words to explore the similarities among the sounds they hear in spoken words and the letters that form the words (Metsala and Walley, 1998). Cognitive advantage in bilingualism: An example of publication bias? 2002. Pathways from teacher depression and childcare quality to child behavioral problems. In Comprehension instruction: Research-based best practices, 2nd ed., edited by C. C. Block and S. R. Parris. Shayer, M., and M. Adhami. Educators and parents who approach learning goals by promoting and rewarding effort, persistence, and willingness to take on challenging problems increase children’s motivation and their endorsement of effort as a path to success. The prevalence of ADHD, odd, depression, and anxiety in a community sample of 4-year-olds. 7-24. Children of American women with Arabic names born in the period following the September 2001 terrorist attacks experienced considerably worse outcomes than those born just before the attacks, suggesting an important role of maternal psychological stress in children’s development (Lauderdale, 2006). 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