Risk factors for academic and behavioral problems in the beginning of school. A developmental progression moves from foundational but pre-explicit quantification to explicit naming of small quantities. Socioemotional competence has been described as a multidimensional construct that contributes to the ability to understand and manage emotions and behavior; to make decisions and achieve goals; and to establish and maintain positive relationships, including feeling and showing empathy for others. Pre-K to grade 2 goals and standards: Achieving 21st century mastery for all. 167-188. Research in this area encourages developmental scientists as well as parents and practitioners to consider how positive early experiences and enrichment, in formal and informal ways, may have a beneficial influence on the developing brain and in turn on the growth of thinking and learning. Utrecht, The Netherlands: Utrecht University, Freudenthal Institute. However, it is not clear whether children with iron deficiency but no anemia have similar outcomes (Taras, 2005). CDC (2011) has offered recommendations for promoting healthful eating and physical activity that include the following and, if placed in an appropriate developmental context, can be applied to care and education settings for children aged 0-8: School-based health centers are another approach to partnering between health and education. Toronto and New York: Macmillan, Maxwell Macmillan Canada, Maxwell Macmillan International. Psychonomic Bulletin 131:3-29. 2012. Neuroreport 16:1769-1775. Csibra, G. 2010. Not only do young children with stronger oral language competencies acquire new language skills faster than students with poorly developed oral language competencies (Dickinson and Porche, 2011), but they also learn key literacy skills faster, such as phonemic awareness and understanding of the alphabetic principle (Cooper et al., 2002). In addition, both cognitive and emotional self-regulation contribute to variance in attention, competence motivation, and persistence (Bassett et al., 2012; Willoughby et al., 2011). In addition, prior research has measured a two-way process in a largely unidirectional manner—measuring speech only from parent to child or educator to student. in press. For example, preschoolers’ narrative abilities (i.e., their abilities to convey all the main events of a story and offer a perspective on its events) have been shown to predict mathematics achievement 2 years later (O’Neill et al., 2004). 2009. Laozi was a … In Cultivating virtue: Perspectives from philosophy, theology, and psychology, edited by N. E. Snow. 2003. Components of reading ability: Multivariate evidence for a convergent skills model of reading development. A. Block, E. Santa Ana, M. L. Rodriguez, and M. Colsman. Claessens, A., M. Engel, and F. C. Curran. (See the detailed discussion of social interaction as a forum for cognitive growth later in this section.). Huffman, L. C., S. L. Mehlinger, and A. S. Kerivan. A., and P. Spanias. Cognition 83(2):B35-B42. These features of infrequent extended discourse and predominantly routine-based literacy instruction were remarkably stable across teachers and classrooms. Child Development 77(4):924-953. 2005. American Journal of Human Biology 26(6):723-730. Learning and Instruction 1:129-144. This is the case for children from infancy through adolescence who are living in homes with significant marital conflict, when mothers are chronically depressed, when parents are hostile and coercive, or in other circumstances of family turmoil (e.g., Bascoe et al., 2009; Brennan et al., 2013; Canadian Paediatric Society, 2004; Davies et al., 2008). Still another important category of skills and abilities, the focus of this section, is subject-matter content knowledge and skills, such as competencies needed specifically for learning language and literacy or mathematics. Bassett, H. H., S. Denham, T. M. Wyatt, and H. K. Warren-Khot. Why is math so hard for some children? Four- and 5-year-old children witnessed an object’s function and were then given a set of objects to play with. ———. Learning from their own actions: The unique effect of producing actions on infants’ action understanding. When faced with a problem or asked a question, they are more capable of offering an answer based on what they know, even when their knowledge is limited. Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration. Statistical learning by 8-month-old infants. Journal of Intellectual Disability Research 55(7):623-635. Marcovitch, S., and P. D. Zelazo. 2013. Psychoneuroendocrinology 32(8-10):892-905. Journal of International Education Research 8(4):359-366. Pp. Early Education & Development 24(3):310-331. Health has an important influence on early learning and academic achievement. Journal of Neuroscience 28(23):6037-6045. 2014. 1999. Geary, D. C. 1990. Journal of Experimental Child Psychology 79:192-227. Rogoff, B., and C. Angelillo. As stressed throughout this report, young children’s development entails a back-and-forth process of social interactions with knowledgeable others in their environment (Bruner, 1978; NRC and IOM, 2000; Vygotsky, 1978, 1986), and research has focused on the language of these interactions, examining how children’s linguistic experiences influence aspects of their development over time, including their literacy development. Indeed, hunger in the suburbs has more than doubled since 2007. Roberts, T. A. Rogoff, B. 1999. In one series of studies (Gweon and Schulz, 2011), 16-month-old babies witnessed two adults pressing a button on a toy that. Children’s relationships with child care teachers: Stability and concordance with parental attachments. 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). Language input and language growth. Farran, D. C., M. W. Lipsey, B. Watson, and S. Hurley. Journal of Consulting and Clinical Psychology 72(5):757-766. 2011. Another potential mechanism is that women from less advantaged backgrounds have worse health and nutrition during pregnancy than their more advantaged counterparts, and maternal health and nutrition during pregnancy affect children’s early outcomes and development. The amount of parents’ spontaneous “number talk” in these conversations (e.g., counting objects, references to time) was predictive of children’s cardinal number knowledge (i.e., the knowledge that “four” refers to sets with four items) at 46 months (Levine et al., 2010). New York: Palgrave Macmillan. In addition to using interactive storybook and text reading as a platform for back-and-forth conversations (often referred to as interactive or dialogic reading, as described in the preceding section) (Mol et al., 2009; Zucker et al., 2013), engaging children in extended discourse throughout classroom activities (e.g., small-group learning activities, transitions and routines [van Kleek, 2004], dramatic play [Mages, 2008; Morrow and Schickedanz, 2006]) is fundamental to providing a high-quality language-learning environment (Jacoby and Lesaux, 2014). 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